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.
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50 Shades of the Common Core for ELA: Critical Thinking for All
1. NC State Reading Conference
March 16, 2014
by Jennifer Jones
K-12 Reading Specialist
Wake County, NC
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Fifty Shades of
The Common Core
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 Authorâs Word Choice (syntax, figurative language use)
5 Close Analysis of Text (structure, features)
6 Point of View/Purpose
7 Content integration â 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
8. âclose, attentive readingââŚâcritical
readingâ⌠âreasoning and use of
evidenceâ⌠âcomprehend, evaluate,
synthesizeâ⌠âunderstand
preciselyâŚquestionâŚassess the
veracityâ âŚ. âcite specific evidenceâ
⌠âevaluate othersâ point of viewââŚ
âreading independently and
closelyââŚ
10. These phrases are NOT in the
Common CoreâŚ
make text-to-self connections,
access prior knowledge, explore
personal response, relate to
your own lifeâŚ
11. Time â In & out of Text
ď§More instructional time spent outside the text means less time inside the text.
ď§Departing from the text in classroom discussion privileges only those who
already have experience with the topic.
ď§It is easier to talk about our experiences than to analyze the textâespecially
for students reluctant to engage with reading.
Image from www.zimbio.com
27. FirstWe must be Critical
ThinkersâŚ
Form an opinion and justify it!
Agree or disagree.
Image: http://www.1vigor.com/brain-power/Clear-Thinking/index.html
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. âDefinitions, 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 isnât
a glossary of biological terms
an adequate substitute for a
biology textbook?â (Nagy, 1989)
ââŚthus knowing a word cannot
be identified with knowing a
definition.â (Nagy & Scott,
2000)
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
53. âŚbefore
We can be Critical
Readers.
You donât 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
ThinkersâŚ
Image: 10englishcm.wikispaces.com
56. Critical ReadingâŚ
âŚis 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
authorâs intentions.
58. Text Based Questions
Guided Reading, Shared Reading, Literature Circles
Look at the illustration on page 8, and
explain what the authorâs purpose was for
writing âSometimes [Grace] could get Ma
and Nana to join in, when they werenât too
busy?â
Why does Grace âkeep her hand upâ twice,
even though her friends continue to tell her
she canât 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 AnswersâŚw/ TBE
Requires US to read it firstâŚAllyia saidâŚ
âI infer that Strength of Blue Horse is blind becauseâŚ.
â˘He was born âsick & frailâ.
â˘âYou were born with a dark
curtain over your eyes.â
â˘âWill I always have to live in
the dark?â
â˘âI can feel the morning.â
â˘âI could not see the rainbow
but I can feel its happiness.â
â˘âRainbow is my eyes.â
Image Source: Knots on a Counting Rope by Bill Martin
62. Non-fiction Reading
Shift Our Thinking from⌠âWhat do want kids to KNOW?â to
âWhat do I want kids to get out of it?â
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