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Common Core English Language Arts Grades 3-12

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Title: Common Core English Language Arts Grades 3-12


1
Common Core English Language ArtsGrades 3-12
Bristol Tennessee City SchoolsProfessional
Development June 19, 2012 Kelly VanceEnglish
Teacher, English Core Curriculum Coach THS
2
  • Write the following information on an index
    card----NO NAMES!
  • One fact about your professional life
  • One fact about your personal life
  • One little known or unusual fact about yourself.

3
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Exxon Common Core Commercials
Exxon Common Core Commercial 2
5
Broken Escalator
Sometimes we can become overwhelmed by tasks that
seem enormous. The important thing is that we
keep moving forward.
Sometimes we can become overwhelmed by tasks that
seem enormous. The important thing is that we
keep moving forward.
6
Outcomes
At the conclusion of this workshop, you will be
able to plan appropriate classroom libraries and
other reading materials to scaffold students to
higher standards apply grade-appropriate
instructional strategies that enrich
comprehension of complex text, vocabulary, and
fluency incorporate reading comprehension
strategies specific to informational texts use
best practices and classroom materials to meet
the CCSS for Reading.
7
We are moving from Snorkeling to..
8
Scuba Diving
9
Common Core English Language Arts Standards
CC Anchor Standards Worksheet
Timer
10
Cracking the Literacy CODE
  • Strand Code Key
  • Reading Standards R
  • Reading Standards for Literature RL
  • Reading Standards for Informational
    Text RI
  • Reading Standards Foundational Skills
    RF
  • Reading Standards for Literacy in
    History/Social Studies RH
  • Reading Standards for Literacy in Science
    Technical Subjects RST
  • Writing Standards W
  • Writing Standards for Literacy in
    History/Social Studies, WHST
  • Science, Technical Subjects
  • Speaking Listening Standards
    SL
  • Language Standards L

11
How to read a Common Core Reading Standard
(grade-specific standard)
  • RI.4.3

Number assigned to Standard
Strand
Reading Informational Grade 4 Key Ideas Details 3. Explain events, procedures, ideas or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.
Grade
12
Reading
Reading Comprehension Spiraling Worksheet
Egg Timer
13
Reading Foundational Skills K-5
14

Foundational Reading Skills Background Knowledge
How do you address foundational reading skills in
your classroom?




15

Foundational Skills in CCSS
Print concepts Phonological awareness Phonics
phones Phonics and word recognition Word
Families Paint Swatches Flip Books Fluency
16
Differentiating Instruction
Instruction should be differentiated good
readers will need much less practice with these
concepts than struggling readers will. Common
Core State Standards (2010a, 15)
17
Key Points of CCSS ELA
  • Reading
  • Balance of literature and informational texts
  • Text complexity
  • Writing
  • Emphasis on argument and informative/explanatory
    writing
  • Writing about sources
  • Speaking and Listening
  • Inclusion of formal and informal talk
  • Language
  • Stress on general academic and domain-specific
    vocabulary

18
Selecting Appropriate Text
Text complexity Text quality Range of text types
19
Text Complexity
Qualitative evaluation of the text Levels of
meaning, structure, language conventionality and
clarity, and knowledge demands Quantitative
evaluation of the text Readability measures and
other scores of text complexity Matching reader
to text and task Reader variables (such as
motivation, knowledge, and experiences) and task
variables (such as purpose and the complexity
generated by the task assigned and the questions
posed)
(Common Core State Standards Initiative 2010a, 57)
Online Clock Countdown
20
Why the need to increase the level of text
complexity?
8th grade school books published after 1963
are equivalent (in terms of difficulty) to books
used in the 5th grade from 1942-1962.
21
  • The wording of 12th grade text published after
    1963 was simpler than the 7th grade texts
    published prior to 1963.



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23
Lexile Ranges
Text Complexity Grade Band in the Standards Old Lexile Ranges Lexile Ranges Aligned to CCR Expectations
K1 N/A N/A
23 450725 450790
45 645845 770980
68 8601010 9551155
910 9601115 10801305
11CCR 10701220 12151355
(Common Core State Standards Initiative 2010b, 8)
24
Where can you find Lexile measures?
  1. Lexile Look up
  2. Accelerated Reader

Lexile Chart Handout
25
Lexile Literature
  • 1700 - Discourse on the Method
  • 1400 - The Scarlet Letter
  • 1300 - Brown vs. Board of Ed.
  • 1200 - War and Peace
  • 1100 - Pride and Prejudice
  • 1000 - Black Beauty
  • 900 - Tom Swift in the Land of Wonders
  • 800 - The Adventures of Pinocchio
  • 700 - Bunnicula A Rabbit Tale of Mystery
  • 600 - A Baby Sister for Frances
  • 500 - The Magic School Bus Inside the Earth
  • 400 - Frog and Toad are Friends
  • 300 - Cliffords Manners

26
Why Lexile Alone Isnt Enough
  • These books are typically taught in high school
    literature classes
  • The Grapes of Wrath 680 L 4th grade
  • Fahrenheit 451 451 L between 2nd 3rd grade
  • Fallen Angels 650 L 4th grade
  • A Farewell to Arms 730 L between 4th 5th
    grade
  • Lord of the Flies 770 L between 4th 5th
    grade
  • Brave New World 870 L between 5th and 6th

27
Text Complexity
Qualitative evaluation of the text Levels of
meaning, structure, language conventionality and
clarity, and knowledge demands Quantitative
evaluation of the text Readability measures and
other scores of text complexity Matching reader
to text and task Reader variables (such as
motivation, knowledge, and experiences) and task
variables (such as purpose and the complexity
generated by the task assigned and the questions
posed)
(Common Core State Standards Initiative 2010a, 57)
Online Clock Countdown
28

Step 1 Quantitative Measures
  • Measures such as
  • Word length
  • Word frequency
  • Word difficulty
  • Sentence length
  • Text length
  • Text cohesion

29
Step 2 Qualitative Measures
  • Measures such as
  • Levels of meaning
  • Levels of purpose
  • Structure
  • Organization
  • Language conventionality
  • Language clarity
  • Prior knowledge demands

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Step 3 Reader and Task
  • Considerations such as
  • Motivation
  • Knowledge and experience
  • Purpose for reading
  • Complexity of task assigned regarding text
  • Complexity of questions asked regarding text

32
Step 4 Recommended Placement
Bookmark
33
Text Quality
The CCSS describe quality texts as classic or
historically significant texts as well as
contemporary works of comparable literary merit,
cultural significance, and rich content.


(Common Core State Standards Initiative 2010b, 2)
34
Range of Text Types
Range of Text Types for K5
Literature Literature Literature Informational Texts
Stories Drama Poetry Literary Nonfiction and Historical, Scientific, and Technical Texts
Includes childrens adventure stories, folktales, legends, fables, fantasy, realistic fiction, and myth Includes staged dialogue and brief familiar scenes Includes nursery rhymes and the subgenres of the narrative poem, limerick, and free verse poem Includes biographies and autobiographies books about history, social studies, science, and the arts technical texts, including directions, forms, and information displayed in graphs, charts, or maps and digital sources on a range of topics
(Common Core State Standards Initiative 2010a, 31)
35
Range of Text Types
Range of Text Types for 612
Literature Literature Literature Informational Texts
Stories Drama Poetry Literary Nonfiction
Includes the subgenres of adventure stories, historical fiction, mysteries, myths, science fiction, realistic fiction, allegories, parodies, satire, and graphic novels Includes one-act and multi-act plays, both in written form and on film Includes the subgenres of narrative poems, lyrical poems, free verse poems, sonnets, odes, ballads, and epics Includes the subgenres of exposition, argument, and functional text in the form of personal essays, speeches, opinion pieces, essays about art or literature, biographies, memoirs, journalism, and historical, scientific, technical, or economic accounts (including digital sources) written for a broad audience
(Common Core State Standards Initiative 2010a, 57)
36
Distribution of Literary and Informational Text
Grade Literary Informational
4
8
12
Stop Watch
37
National Assessment of Educational Progress
(NAEP) Reading Framework
  • Distribution of Literary and Informational
    Passages by Grade in the 2009 National Assessment
    of Educational Progress (NAEP) Reading Framework

Grade Literary Informational
4 50 50
8 45 55
12 30 70
(Common Core State Standards Initiative 2010a, 5)
38
Appendix B Text Exemplars
  • Read across exemplars for your grade level span
    and identify specific examples that demonstrate
    complexity, quality, and range.

39
Review- Pass the Plate
  • To help students identify what they already know
    about a subject, introduce the activity Pass the
    Plate.
  • Arrange participants into small groups.
  • Give each group one plastic plate and one
    vis-à-vis marker.
  • The group will be given three minutes to record
    anything that comes to mind regarding the given
    topic.
  • This might include facts that they know,
    implications that they see in their teaching,
    opinions, or questions.
  • One person will start by writing a thought or
    idea on the plate. Next, he or she will pass the
    plate to the next person in the group. The plate
    will circulate around the group until the three
    minutes are complete.

40
Reading Comprehension
  • Close Reading
  • Close, strategic reading is one of the most
    powerful and enjoyable ways to develop the
    ability to think critically and evaluate
    informationto literally become smart. Students
    should therefore have abundant daily
    opportunities to carefully read and reread texts
    for intellectual purposesand with a pen in hand.

41
Close Reading Interview
Page protectors, highlighting tape, post it
pointers
42
Comprehension Strategies
  • Strategies for Developing an Accurate
    Representation of Text
  • Say what the text means.
  • Make ideas cohere.
  • Strengthen vocabulary.
  • Focus on purposeful reading through questioning.
  • Develop genre and text structure knowledge.
  • Use graphic organizers.
  • Strategies for Applying Relevant Knowledge
  • Think aloud
  • Discussion
  • Writing

43
Synthesis 3-5 Topic_________________
What the text says
What I think about that
My opinion based on details from the text
44
Synthesis 6-12 Topic_________________
What does the text say? Literal
What does it mean? interpretive
What does it matter? reflective
45
Demonstrating Comprehension
  • Similarities
  • Summarizing
  • Compare and contrast
  • Determining the meaning of words
  • Point of view
  • Literature Only
  • Focus on determining theme
  • Figurative language
  • Point of view
  • Informational Text Only
  • Domain-specific words
  • Explain the relationships between concepts

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48
Qualities of an Effective Performance Task
  • Students should be active participants.
  • Intended outcomes should be clear and measure
    something important.
  • Students should engage in higher order thinking
    to complete the task.
  • Task should demonstrate mastery of knowledge.

49
Sample Performance Task
Students explain how Melvin Berger uses reasons
and evidence in his book Discovering Mars The
Amazing Story of the Red Planet to support
particular points regarding the topology of the
planet. What grade level is this?
(Common Core State Standards Initiative 2010c,
76)

50
Innovative English Language Arts Sample
(continued)
(Dolan et al. 2011, 55)
51
Innovative English Language Arts Sample
(Dolan et al. 2011, 50)
52
Blooms Taxonomy Internet Resources
53
Building Vocabulary

54
Three tiers of words
  • Tier 3 Highly specialized, subject-specific
    low occurrences in texts lacking generalization
  • E.g., oligarchy, euphemism, hydraulic,
    neurotransmitters
  • Tier 2 Abstract, general academic (across
    content areas) encountered in written language
    high utility across instructional areas
  • E.g., principle, relative, innovation, function,
    potential, style
  • Tier 1 Basic, concrete, encountered in
    conversation/ oral vocabulary words most student
    will know at a particular grade level
  • E.g., injury, apologize, education, serious,
    nation

55
Vocabulary Research
  • Research suggests that if students are going to
    grasp and retain words and comprehend text, they
    need incremental, repeated exposure in a variety
    of contexts to the words they are trying to
    learn. (Landauer Dumais, 1997)
  • In fact, at most between 5 and 15 percent of new
    words encountered upon first reading are
    retained, and the weaker a students vocabulary
    is the smaller the gain (Daneman Green, 1986)
  • Yet research shows that if students are truly to
    understand what they read, they must grasp upward
    of 95 percent of the words. (Betts, 1946
    Carver, 1994 Hu Nation, 2000 Laufer, 1988).

56
Index Card Vocabulary Activity
  • To illustrate the importance of students
    encountering vocabulary in multiple contexts, we
    will try this activity
  • 1st Take 3 minutes to write down all the
    different contexts for the word Strike for
    example 3 strikes and youre out
  • 2nd With a shoulder buddy, compare your lists
  • 3rd How many different contexts did we come up
    with as a group?
  • Rocket Timer

57
Vocabulary- Explicit Instruction
  • Whats That Word?
  • Pre-teaching words students will have difficulty
    with while reading
  • Vocabulary rings for words with similar meanings
  • Teaching roots/prefixes/suffixes
  • More?

58
Vocabulary Knowledge Rating
59
Building Vocabulary- How can you support
vocabulary acquisition in your classroom?
60
Vocabulary Instruction Reflection
  • What is new to your thinking about vocabulary
    instruction?
  • What is one question you still have about how to
    support students in vocabulary acquisition?
  • What is one new action you will take as you plan
    for vocabulary instruction?

Partner with someone to share a thought
61
Reading Informational Text
What are some strategies we can use to support
our students reading of informational text?

62
Anticipation Guide
I
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Informational Text SuperHero
66
Review and Closing
Where will you place your post it now on the
Common Core Continuum?

67
Closing
Digging into the Reading Standards Grades 3-12
Kelly Vance
Date June 19, 2012
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