The document summarizes key aspects of the Common Core literacy model and recommendations for implementing it in schools. It discusses the Common Core's emphasis on close reading, use of evidence from texts, and higher-level thinking over personal connections. It provides examples of text-based questions and analyzing responses using evidence from stories. The takeaway is that teachers should focus on having students closely analyze and evaluate texts using evidence, and provide strategies for doing so like two-column notes, rather than what students should know from informational texts.

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

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

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

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

7. What the
Standards Do
Value in Reading
comprehension…

8. “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”…

9. What the
Standards DoN’t
Value in Reading
comprehension…

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

11. 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

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

16. Learning from the Guinea Worm Eradication

18. ImageSource:http://tinyurl.com/n83z59m
Vital (Teaching)
Behaviors

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

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

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

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

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

24. Critical Thinking
Rubric

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

28. Help kids answer, “Who Am I?”

31. Build
Community
Justifying Our Opinions

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

33. Schoolwide Vocabulary instruction
Tier 2 & Tier 3 Words

34. Where in the day could
word learning occur?

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

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

38. “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)

40. steps
Marzano’s

41. • 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

42. Urgency with Word Learning

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

44. .65

46. .34
.2000.10
.123 .003 .9
.765.7054
.888
.5566012 .04

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

49. Making Inferences with…
Picture of the Day

50. You Tube ****IS**Informational Text

51. Justifying Scientific Claims
Build
trust

52. National Assessments
4th Grade Sample Items
http://www.k12.wa.us/SMARTER/Resources.aspxELA QUESTIONS

53. …before
We can be Critical
Readers.
You don’t have to believe
everything you read in a book, you
have the right to question it and
judge for the reasons for yourself.
FirstWe must be Critical
Thinkers…
Image: 10englishcm.wikispaces.com

55. Literary
Text
Or
Informational
Text
So What?

56. Critical Reading…
…is a way of looking at a book and
analyzing what the author is saying and
the methods the author [and
illustrator] are using to communicate a
message or idea. Your analysis is
complete when you have formed your
own interpretations of the
author’s intentions.

57. Text Based Starters…
Text Based Entenders…
Image Sources: www.julieballew.com

58. Text Based Questions
Guided Reading, Shared Reading, Literature Circles
Look at the illustration on page 8, and
explain what the author’s purpose was for
writing “Sometimes [Grace] could get Ma
and Nana to join in, when they weren’t too
busy?”
Why does Grace “keep her hand up” twice,
even though her friends continue to tell her
she can’t be Peter Pan?
When Grace told her mother what
happened at school, what
was Ma so angry about?
What did Nana want Grace
to learn by taking her to
the ballet that day?
Image Sources: Amazing Grace by Mary Hoffman

59. Text Based Answers…w/ TBE
Requires US to read it first…Allyia said…
“I infer that Strength of Blue Horse is blind because….
•He was born “sick & frail”.
•“You were born with a dark
curtain over your eyes.”
•“Will I always have to live in
the dark?”
•“I can feel the morning.”
•“I could not see the rainbow
but I can feel its happiness.”
•“Rainbow is my eyes.”
Image Source: Knots on a Counting Rope by Bill Martin

60. Character Analysis
With Text Based Evidence
Images: www.julieballew.com

61. Text Based Reading Response
Plagiarism?

62. Non-fiction Reading
Shift Our Thinking from… “What do want kids to KNOW?” to
“What do I want kids to get out of it?”
www.metro.co.uk
cwf-fcf.org BIGPre-read
www.julieballew.com

63. Evaluating Non-Fiction Text
with Two-Column Notes…all strategies at once
and reformatting how kids interact with text

64. “Independent” Work
Cooperative (together) – Communication (conversing) – Without Me

78. The Take-Aways
Image: D. Garland

80. Thank You!
Hire me for Common Core staff development. Contact me at helloliteracy@gmail.com