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The Common Core State Standards:. 8/21/2012 ? page 2. Are aligned with college and work expectations Are focused and coherent Include rigorous content and application of knowledge through high-order skills Build upon strengths and lessons of current state standards Are internationally ben
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2. The Common Core State Standards: 8/21/2012 page 2 NGA National Governors Association and Chief Council of Chief State Officers
International benchmarking played a significant role in the standards. In the CC Appendix A, p. 41, there is information on the international models that were consulted. NGA National Governors Association and Chief Council of Chief State Officers
International benchmarking played a significant role in the standards. In the CC Appendix A, p. 41, there is information on the international models that were consulted.
3. NEW, BETTER, DIFFERENT Fewer, Clearer, Higher 8/21/2012 page 3 Bill Gates article: Fewer, Clearer, Higher Bill Gates article: Fewer, Clearer, Higher
4. College and Career Anchor Standards for Reading K-12 8/21/2012 page 4
5. Reading on the Surface Level Activity 8/21/2012 page 5 Example: Reading the game of baseball or another sport. Its like watching a game with a 5-year old - what are they watching vs. what are you watching? Reading on a superficial, surface level, but not seeing the deeper, richer meaning of the text. This is how secondary students read text. They rarely get below the surface to the richer, deeper meaning of the text. They think one reading is sufficient; they dont have the skills to uncover craft, the complexities, and the nuances of the text. They can read and comprehend, but they do so almost exclusively on a surface level. They miss much of the deeper beauty of the game.Example: Reading the game of baseball or another sport. Its like watching a game with a 5-year old - what are they watching vs. what are you watching? Reading on a superficial, surface level, but not seeing the deeper, richer meaning of the text. This is how secondary students read text. They rarely get below the surface to the richer, deeper meaning of the text. They think one reading is sufficient; they dont have the skills to uncover craft, the complexities, and the nuances of the text. They can read and comprehend, but they do so almost exclusively on a surface level. They miss much of the deeper beauty of the game.
6. 8/21/2012 page 6 Students need to have opportunities to discover the learning themselves rather than have someone doing it for them. Students need to have opportunities to discover the learning themselves rather than have someone doing it for them.
7. 8/21/2012 page 7 Range means genre. Range means genre.
8. 8/21/2012 page 8 Read with care the first time, learn to draw evidence, then write clearly.Read with care the first time, learn to draw evidence, then write clearly.
9. 8/21/2012 page 9 Focusing in on a crime scene looking for clues, distinguishing the difference between important details and supporting details. Collecting your evidence of understanding.Focusing in on a crime scene looking for clues, distinguishing the difference between important details and supporting details. Collecting your evidence of understanding.
10. 8/21/2012 page 10 How are we going to get students to focus their reading on a single passage? How are we going to get students to focus their reading on a single passage?
11. 8/21/2012 page 11
12. 8/21/2012 page 12 What strategies did you use?
Immanuel Kant born April 22, 1724.) Read from FUNDAMENTAL PRINCIPLES OF MORALS Vol. 32, pp. 310-317What strategies did you use?
Immanuel Kant born April 22, 1724.)Read from FUNDAMENTAL PRINCIPLES OF MORALS Vol. 32, pp. 310-317
13. Close Reading A short Prezi about how to read closely.
14. 8/21/2012 page 14 The CC state standards promote cold readings with little to no prior reading assistance.The CC state standards promote cold readings with little to no prior reading assistance.
15. 8/21/2012 page 15 How many times did you read this? At what point did you stop understanding? What strategies did you use to help your understanding when you quit understanding? Rereading is the principle strategy good readers use.How many times did you read this? At what point did you stop understanding? What strategies did you use to help your understanding when you quit understanding? Rereading is the principle strategy good readers use.
16. Effective First Readings 8/21/2012 page 16
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18. 8/21/2012 page 18 Did anyone begin reading this again? That is the point. Returning to the text and consider it at a deeper, previously unseen level. Help students understand the value of a second reading. Did anyone begin reading this again? That is the point. Returning to the text and consider it at a deeper, previously unseen level. Help students understand the value of a second reading.
19. 8/21/2012 page 19 A literal understanding is a prerequisite for uncovering deeper meaning in the text foundational to answering the second question What does it mean?
We want the students to walk away from a novel able to discuss the plot points, or recognize the themes, etc. but we want them to do more than read and appreciate a great story.
Getting to the heart of why they read the book. Excellent way to get students to think beyond the story and consider its themes in a contemporary light. We want to provide them with imaginative rehearsals with the world they will soon inherit.A literal understanding is a prerequisite for uncovering deeper meaning in the text foundational to answering the second question What does it mean?
We want the students to walk away from a novel able to discuss the plot points, or recognize the themes, etc. but we want them to do more than read and appreciate a great story.
Getting to the heart of why they read the book. Excellent way to get students to think beyond the story and consider its themes in a contemporary light. We want to provide them with imaginative rehearsals with the world they will soon inherit.
20. 8/21/2012 page 20 Activities to help students deepen understanding.Activities to help students deepen understanding.
21. 2. Mystery Envelope 8/21/2012 page 21 Hand each group of students a mystery envelope. Tell them that inside the envelope is an index card with a question for the group to answerhere are some examples of questions. Groups may be given the same question or different ones. Each group shares their answers - students take notes as each group shares.
Hand each group of students a mystery envelope. Tell them that inside the envelope is an index card with a question for the group to answerhere are some examples of questions. Groups may be given the same question or different ones. Each group shares their answers - students take notes as each group shares.
22. 8/21/2012 page 22 Students often live in a literal world. They live similar lives to Amelia Bedelia, taking everything literally. They are good at what does it say, but they struggle with what does it mean? Students often live in a literal world. They live similar lives to Amelia Bedelia, taking everything literally. They are good at what does it say, but they struggle with what does it mean?
23. 8/21/2012 page 23 When leading students to reflect on important issues found in and beyond their texts, help them think of reflection in terms of layers. Reflections begins with self and this is the level of reflection that students are most comfortable with. When reading a book, they ask themselves, What does this text mean to me? But we want them to move beyond the self and into deeper levels of reflection. Push students beyond personal implications and towards larger connections. When leading students to reflect on important issues found in and beyond their texts, help them think of reflection in terms of layers. Reflections begins with self and this is the level of reflection that students are most comfortable with. When reading a book, they ask themselves, What does this text mean to me? But we want them to move beyond the self and into deeper levels of reflection. Push students beyond personal implications and towards larger connections.
24. 8/21/2012 page 24 How do we get students there?How do we get students there?
25. 8/21/2012 page 25
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Teachers provide scaffolding to assist students with complex texts. Scaffolding is how students are able to grow in text complexity.
CCSS defines scaffolding as temporary guidance or assistance provided to a student by a teacher, another adult, or a more capable peer, enabling the student to perform a task he or she otherwise would not be able to do alone, with the goal of fostering the students capacity to perform the task on his or her own later on.
Teachers provide scaffolding to assist students with complex texts. Scaffolding is how students are able to grow in text complexity.
CCSS defines scaffolding as temporary guidance or assistance provided to a student by a teacher, another adult, or a more capable peer, enabling the student to perform a task he or she otherwise would not be able to do alone, with the goal of fostering the students capacity to perform the task on his or her own later on.
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29. Contact Information 8/21/2012 page 29
