Ride the Common Core Wave in ELA and Social Studies Presenters: Cindy Lewis Lori P. Locklear
Learning Targets for Today….. I can understand the CCR Anchor Standards for Reading and Literacy using a text (Close Reading). I can understand how the shifts and standards are connected. I can apply understanding of the three shifts to classroom instruction by creating a VOKI. I can safely learn where to access complex texts for ELA and Social Studies (NCWISEOWL, www.commoncore.org, ELA Appendices B). I can create a live binder(desk top) with artifact tabs which include ELA and Social Studies lesson plans and resources for choosing texts.
CCSS Snapshot: (Informational Text in 6–12) Reading Standards for English language arts (ELA), grades 6–12, are divided into two categories: Literature and Informational Text. Ten standards focus on Literature and ten on Informational Text. Reading Standards for Literacy in History/Social Studies, Science, and Technical Subjects include ten standards for Informational Text that parallel the ten Informational Text standards for ELA. Central to curricular coherence in the CCSS, this parallel design builds students‘ reading skills across all subject areas.
Fact: (Informational Text in 6–12) Students benefit when teachers work together to strengthen adolescent literacy. By the Year 2019, it is predicted that 63% of all jobs will require a college degree, yet the number of college graduates in the U.S. has steadily declined (Johnson & Sengupta, 2009). Reading and writing are critical skills for success in college and career. To that end, literacy skills in the CCSS cut across all core curricula with expectations for strategy instruction in vocabulary, comprehension, and writing specific to the subject areas.
College and Career Readiness Anchor Standards Reading Writing Speaking Language Listening Reading for Information Reading Literature
Key Ideas and Details Cluster This cluster helps students to deepen their knowledge alongside another text ( Examples: Use a movie clip, another novel that coincides with text). So, what questions should students be asking for themselves as they read the text? How does action happen across the story? How is the author using and moving details across the story? At what point does the conflict begin? How do you know?
Craft and Structure Cluster What point of view does the author use? What is the craft the author brings to the story? Which words contribute to the tone and mood of the text? What did the author do to build a character sketch? How does the ability to question and seek answers help readers understand and analyze text? What strategies can be used to help children recognize that types of text, such as stories and poems, are structured differently? How does understanding the author and the author’s use of text features support comprehension?
Integration of Knowledge and Ideas Cluster Students at early grade levels are beginning to develop the ability to integrate and evaluate content presented in diverse formats and media, including visual, quantitative, and written. At a simple level, they can recognize an argument and evaluate specific claims, including the validity of the reasoning and the relevance and sufficiency of the evidence. By using multiple texts that address similar themes or topics, they develop foundational skills needed to analyze texts so as to build knowledge and compare the approaches and views of different authors.
What is a Close Reading? Close Reading is keeping your eyes on the text to read the content very carefully, paying attention to details. Requires active thinking and analyzing of the content to make decisions. A skill that will remain one of the students’ most practical literacy skills throughout their college and careers. Teachers will provide a “First read” for students, then, ask for a “second read” of the text. While students are closely reading the text, students will annotate the text by highlighting difficult words, writing questions that they may have in the margin, or making connections to other big ideas or texts.
Pathways to the Common Core (Engage) Activity #1: 30 minutes Learning Target- Understanding of the CCR Anchor Standards for Reading using a text. CLICK On:
Pathways to the Common Core Activity #1- 5 minutes Standards Reflection:Using linoit copy and paste the incomplete statement below on a sticky note. Then, fill in the blanks to complete the statement about a particular standard or cluster that makes new sense to you.I used to think _ and now I know _.
Disciplinary Reading Instruction Not the popular new name for content area reading Each discipline possesses its own language, purposes, and ways of using text that students should be inducted into There are special skills and strategies needed for students to make complete sense of texts from the disciplines As students begin to confront these kinds of texts (especially in middle school and high school), instruction must facilitate their understanding of what it means to read disciplinary texts
Jigsaw Reading In content groups, read your section: Social Studies/History pgs. 6-9 English Language Arts pgs. 9-12 Create a T-chart and post. Be prepared to share out! Reading skill Reading Strategy
Historians’ Reading Consider the author and the source What is the story being told? Interpretation of events, not truth Document Analysis Vocabulary: not as technical; words not specific to history but highly complex; some words not current or metaphorical; nominalization of events
So, what’s the Connection?Building knowledge through content-rich nonfiction and informational texts ****Building knowledge through content rich non- fiction plays an essential role in literacy and in the Standards. In 6-12, ELA classes place much greater attention to a specific category of informational text—literary nonfiction—than has been traditional. In grades 6-12, the Standards for literacy in history/social studies, science and technical subjects ensure that students can independently build knowledge in these disciplines through reading and writing. To be clear, the Standards do require substantial attention to literature throughout K-12, as half of the required work in K-5 and the core of the work of 6-12 ELA teachers.
Reading and writing grounded in evidence from text The Standards place a premium on students writing to sources, i.e., using evidence from texts to present careful analyses, well-defended claims, and clear information. Rather than asking students questions they can answer solely from their prior knowledge or experience, the Standards expect students to answer questions that depend on their having read the text or texts with care. The Standards also require the cultivation of narrative writing throughout the grades, and in later grades a command of sequence and detail will be essential for effective argumentative and informational writing.
Regular practice with complex text and its academic vocabulary Rather than focusing solely on the skills of reading and writing, the Standards highlight the growing complexity of the texts students must read to be ready for the demands of college and careers. The Standards build a staircase of text complexity so that all students are ready for the demands of college- and career-level reading no later than the end of high school. Closely related to text complexity—and inextricably connected to reading comprehension—is a focus on academic vocabulary: words that appear in a variety of content areas (such as ignite and commit).
Standards Leads to Shifts(Explore) Activity #2- 15 minutes Learning Target- Teachers will understand how the shifts and standards are connected. Work in small groups using the CCR Anchor Handout. Find two standards that support each of the shifts and write the shift next to the standard on your handout.
3 Shifts Brochure (Explain) Activity #3- Explanation of the 3 shifts CLICK On:
3 Shifts Brochure(Explain) Activity #3- 30 minutes Learning Target- Teachers will review the three shifts and apply their understanding to classroom instruction. Close reading of the shifts (on front of brochure), Annotate Review classroom examples for each shift (on back of brochure) Write and Respond: What changes might this shift bring to my classroom/school/district? (on back of brochure)
Why a VOKI? What is Voki? Vokienables users to express themselves on the web in their own voice using a talking character. You can customize your Voki to look like you or take on the identity of lots of other types of characters… animals, monsters, anime etc. Your Voki can speak with your own voice which is added via microphone, upload, or phone. Teachers can use “VOKI” to help students reflect on their work. Research shows that at the end of 40 minutes to 1 hour, students need time to stop and reflect on what they have learned.
Creating a VOKI Activity #4- 30 minutes Create a VOKI and go for a Gallery Walk! Teachers will summarize their understanding using Voki. In small groups, create a way to articulate one of the shifts to a colleague. CLICK On: VOKI In VOKI, goto the lesson plan tab and choose two lesson plans for your grade level that you can use in your ELA and Social Studies classroom.
Rich and Worthy Texts Where do I go? (Elaboration) Activity # 5- 20 minutes Learning Target- Teachers will safely learn where to access complex texts. NCWISEOWL www.corestandards.org http://learning.blogs.nytimes.com/ http://pinterest.com/jjohnson0104/common-core- resources/ http://elaccss.ncdpi.wikispaces.net/Resources http://www.commoncore.org/maps/resources/digital_resources
Resources for Livebinders(Evaluation) Activity #6- 30 minutes www.livebinders.com Create a live binder(desk top) with artifact tabs which include ELA and Social Studies lesson plans and resources for choosing texts.