Fifty Shades ofThe Common Core
Lake Myra Elementary September 28, 2012 by Jennifer Jones K-12 Reading Specialist Lake Myra Elementary School Wake County Public School System

The Common Core literacy Model
An Operational Representation 6 3 Ela Standard ELA Strands Practices Reading Building knowledge Literature Through content Rich non-fiction and Reading Informational text. Informational Text Reading, writing and Speaking grounded in Speaking & Listening evidence from the text Language Regular practice with complex text and Writing its academic vocabulary Foundational Skills

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

Key Ideas for the RESTWriting
– 3 Text Types: Personal Narrative, Informative & ArgumentSpeaking & Listening – Flexible Communication & Collaboration,Text-Based Discussion GroupsLanguage – Grammar & Vocabulary: Nouns, Pronouns, Verbs,Adjectives, Adverbs, Abstract Nouns, Verb Tenses, Simple, Compound& Complex Sentences, Proper Nouns, Quotation Marks, SpellingPatterns, Context Clues, & Shades of MeaningFoundational Skills – Fluency, Phonics & Phonological AwarenessConcepts of Print, The Alphabet, Punctuation Marks, Prefixes &Suffixes, Multi-Syllabic Words, Roots & Affixes, Rhyme, Blending,Segmenting, Sound Spelling Patterns, Irregular Words, Sight Words

The 3 Common Core PracticesText
SplitBuilding knowledge through content-rich non-fiction andinformational texts.Text Based Reading and RespondingReading, writing, and speaking (orally or written responses)grounded in evidence from the text including text basedquestions, text based answers around text based conversationswith the TEXT as the common denominator.Text ComplexityRegular practice with complex text and its academic vocabulary.

What the Standards DoValue in
Readingcomprehension…

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

What theStandards DoN’tValue in Readingcomprehension…

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

“In short, the Common Core
standardsdeemphasize reading as a personal act and emphasizes textual analysis.” – Pathways to the Common Core

So WhatDoes this all mean
for LMES?

Clearly UnderstandingLower vs. Higher Level
Thinking the answer is already known

..and communicating this language WITH
students…

….

Critical Thinking Rubric

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

Justifying Our OpinionsBuildCommunity

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

Schoolwide Vocabulary instruction Tier 2
& Tier 3 Words

Urgency with Word Learning

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

Making Inferences with…Picture of the
Day

You Tube ***S**Informational Text I
*

First …beforeWe must be Critical
We can be CriticalThinkers… 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.Image: 10englishcm.wikispaces.com

Literary Text Or Informational TextSo
What?

Critical Reading… …is a way
of looking at a book andanalyzing 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.

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

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

Gettysburg Address

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

Character Analysis With Text Based
EvidenceImages: www.julieballew.com

Text-Based Responses

Tackle Text Complexity with Read-AloudsImage:
Gooney Bird Greene by Lois Lowry

Text Based Reading Response

Teaching Multiple strategies through One
piece of Text

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 www.julieballew.comPre-read cwf-fcf.org BIG

Evaluating Non-Fiction Textwith Two-Column Notes…all
strategies at once

Opinionated Students Bloggingblogs.wcpss.net/ourclassreads

Planning & Assessing Critical Thinking

www.julieballew.com

Group LearningCooperative Independent Book Clubs
& Literature Circle

Higher Level ThinkingIndependent Projects

Schoolwide Research Model for LMES
– remixed by Leigh Pittman from the AGOPE & WISE research models

Are wecommunicatingWithStudentsWhat it isWe expectthem
to know,do andunderstand?

The Take-Aways

Thank You! This presentation was
well received by the staff. Here’s what they had to say: “I’ve thought about your presentation all weekend. You did a great job. You are an awesome presenter.” - Kim Womble, Title 1 Teacher “Thank you for challenging me to “get in the know” and empowering me to become a better educator. Your presentation made things so clear about the Common Core! Thank you. Thank you.” –Jane Ferguson, ESL Teacher “You’re a rock star.” – Dr. Jim Argent, Principal “You did a great job. Teachers were looking at you shaking their heads YES.” – Tina Zarzecki, Assistant Principal “Jen, I was engaged as I’ve ever been in an Early Release. Unbelievable for a track-out day! Thanks for a great presentation!” – Leigh Pittman, Technology & Media Teacher J Jen, I was as engaged as Ive ever been in an early release. Unbelievable for track out I am presenting this again on October 31, 2012 for Knightdale Elementary School. If your school or a school you know of, is interested in or could use some help with this, Id be more then willing to travel and present to the faculty and staff. Please contact me and we can figure out transportation and time compensation expenses. I can be contacted at helloliteracy@gmail.com.