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Pathways to the Common Core - Chapters 2, 3, 4, & 5

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Transcript of Pathways to the Common Core - Chapters 2, 3, 4, & 5

Chapter 2 Chapter 4 Notes The community attributed their performance to the fact that they were predominantly poor and African American. Anthony Muhammad (principal) rejected the notion. Within 3 years the number of students failing dropped from 150 to 6. Their proficiency on the state test went from 30 to 88 in reading and 31 to 78 in math. Reading Literature: Standards 2-9 Level Middle School
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We just want to say Bailey Implications for Instruction Conclusion McGee Overview of the Reading Standards: What Do They Say and What Does This Mean for Us? Colvin Patel Ogunwobi Conclusion Burkes-Jones Shamania Jeschow Literal Understanding & Text Complexity: Standards 1 & 10 Chapter 3 Pathways to the Common Core HSA 2012-13 Chapter 5 Boney Willis Reading Informational Texts: Standards 2-9 Pathways to the Common Core •Phrases that you see in Common Core
“critical reading”
“Reasoning and use of evidence”
“comprehend, evaluate, synthesize”
“cite specific evidence”
“understand precisely…question…assess the veracity”
“reading independently and closely” •These phrases are NOT in the Common Core:
“make text to self connections”
“access prior knowledge”
“explore personal response”
“relate to your own life” “Reading, in the Common Core, is making meaning.” The Common Core reading standards skills ALL require deep comprehension and high level thinking. “The Common Core deemphasizes reading as a personal act and emphasizes textual analysis.” Recommended Distribution Charts 50% literary texts and 50% informational texts at 4th grade 45% literary texts and 55% informational texts at eighth grade 30% literary texts and 70% informational texts at twelfth grade “All readers, from the youngest age, are expected to attend to meaning” (p.25) Valued in CCSS
*Comprehending/evaluating/synthesizing text
*Reading independently and closely
*Describing/explaining/analyzing Not Valued in CCSS
*Making text-to-self connections
*Accessing prior knowledge
*Relating to one’s own life Because reading is so subjective, emphasizing text-to-self connections veers away from the meaning of the text itself CCSS organize the reading standards in a master grid made up of merely nine reading skills!
*These 9 skills carry across texts and up grade levels.
-These skills apply to the reading of both literature and informational text
*All 9 skills require deep comprehension and high-level thinking
-Low level literacy work, sound-letter correspondence, etc has been marginalized in its own separate section of the CCSS •In the CCSS, reading is making meaning.
*Even kindergarteners and first graders are expected to compare and contrast, categorize, identify main idea and key details, etc. 1. Efforts to move students to text complexity a. Find students reading level. Teacher needs to know which level students comprehend best. Resources Running record, DRA, and Fontas and Pinnell’s assessments
b. Reading fluency
c. Set reachable goals and high expectations 2. Increase students process to text difficulty. a. Teachers should gradually increase students’ reading level by providing books that are a step above their reading level. Teachers must remember not to assign books that are too hard. b. Share goals with students and parents c. Students need access to a variety of text (such as article or magazines) to gain more content knowledge. a. Read aloud the 1st chapter of the book. Discuss as a class. Help student identify main characters, theme, or problem that may occur. b. Reading partners c. Provide students with a detail introduction of a book d. Books on tape e. Motivate students to read higher level books. Give students a time 4. Teachers should be able to use Common Core States Standards as a guide to create a plan to meet the goal of the CCSS. a. The teachers are responsible for getting students to their level of achievement. b. The plan should include research based ideas. c. List the standard that is being worked on d. Ensure text and materials are align to CCSS e. Scaffolding should include instruction on grade level f. Provide enrichment material for students that are on grade level g. It is important for teacher to overlap information from grade level to grade level 5. It is import for teachers to implement an effective plan that help students increase their complex reading text. Pathways for Implementing the Literature Standards 1. Take stock of where you students are with a needs assessment 2. Ensure your instructional practices are moving your students forward by aligning teaching methods and content Ensure your instructional practices are moving your students forward by aligning teaching methods and content: *Students should be doing lots and lots of in-school reading
-Score better on tests
*Readers should have opportunities to choose from a wide range of high-interest texts
*Readers need explicit instruction in the skills of effective readers
-“Demythologizing what it means to do serious reading work” (p. 71)
-Specific strategies or step-by-step procedures
-My Turn, Together, Your Turn
*Students should have ownership over this intellectual work
-Allow students to determine the meaning themselves
-Most popular temporary tattoo in NYC in 2010: Mockingjay
*Teachers need support and professional development to help their students rise to this high-level work IMPLEMENTING the Informational Text Standards http://www.google.com/imgres?q=reading&um=1&hl=en&client=safari&sa=N&rls=en&biw=1224&bih=668&tbm=isch&tbnid=MfeOmUUm9PoPsM:&imgrefurl=http://www.cis.rit.edu/readinggroup&docid=ZxOo6kQ4E32ZvM&imgurl=http://butterflypages.files.wordpress.com/2011/06/reading-group_tcm15-32795.jpg&w=788&h=1050&ei=WCk2UZWlIJGc9QTvyoH4Bg&zoom=1&ved=1t:3588,r:6,s:0,i:166&iact=rc&dur=1774&sig=103203061239921927331&page=1&tbnh=154&tbnw=104&start=0&ndsp=17&tx=62&ty=70 Challenges in Implementation *Students aren’t reading enough nonfiction *Students aren’t reading just-right informational texts *Students have no choice over informational texts Suggestions for Improving Informational Text Reading Match students to nonfiction texts: Even if you acquire more nonfiction books and give students choice, you will not succeed unless students are matched with the appropriate nonfiction level. A student cannot begin to engage with the central ideas in a text if she can barely understand it. Explicitly teach higher-level reading skills: Most students are used to reading informational texts at the most basic level -- just to gather facts. ➢ Infuse more information reading into content-area classes ➢ Get more high-interest nonfiction books This chapter looks into three areas of reading:
*Looking for key ideas and details
*Crafts and structure
*Informational text and integrated
knowledge and ideas Reading for key ideas and details has 9 anchor strands. 1. Read the text as for what it is saying and not what you think it is saying. Omit any self to text comprehension. Do not relate your own person ideas or opinions. 2. Reading to determine Central Ideas and Themes. As you read the rest of the selection ask yourself questions like what is this text talking about? What are the main ideas? Summarize all that is being read. 3. Reading to analyze how individuals, events, and ideas develop and interact over the course of a text (read another 2-3 paragraphs). 4. Reading to interpret the Language Used in the Text. As you read interpret the technical, connotative, and figurative language meaning of words. 5. Reading to analyze structure of a text. After reading the text pay close attention to how a text is structured because this adds to meaning as well. 6. Reading to Assess the Author’s Point of View and How it Shapes the Text. Ask yourself how does the choice of words, the tone of the language, illuminate the author’s point of view on the topic? The author chooses words and gives examples that shape the text. 7. Reading the integrate knowledge and ideas and think across informational texts. Intergrate and evaluate content in different media. 8. Evaluate evidence that the text lays out, weighing the validity of the author’s claims based on the sufficiency and soundness of the evidence and reasoning. 9. Comparing the texts on the same subjects, while looking to see how the texts develop similar claims. Implementation: Implication of the Reading Teachers will need training, perhaps study and practice the skills as a community-natural writing project Teachers need to access the texts the kids are holding and ensure that they (kids) can practice synthesizing and critical reading. Common Core makes reading complete by allowing it to absorb, transform the thoughts and deeds of readers There is progression of skills as you move from grade to grade Creating a Collection of Challenging, Well-Crafted Texts to Meet the Standards •If students are expected to do the work the CCSS expect readers of informational text to be able to do, it is crucial that teachers or the library include small collections of texts representing different perspectives on a topic or give students the support they need to seek out and find such texts themselves. •In the primary grades, students (readers) are asked to compare how different text deals with a subject. These readers are able to compare ideas and information, while the older students compare craft and structure, and perspective and reasoning. Developing a Knowledge Base of High-Level Reading Skills for Nonfiction •The first step to adapting informational reading instruction is to provision students with texts they can actually comprehend, the next step is to make sure students have long chunks of time to actually read, read, read these texts. • The standards want students at any age to become conversant with how texts are written, which means learning to pay attention to their craft and structure. This is part of introducing the idea early on that nonfiction is not the truth, but rather someone’s perspective or side of the truth, a significant idea to learn. •According to the CCSS, the goal is that students “work diligently to understand precisely what an author or speaker is saying, but…also question an author’s or speaker’s assumptions and premises and assess the veracity of claims and the soundness of reasoning.” •This work is not about reading to be entertained. Nor is it about reading to memorize. It is about reading to think!! Activity e. Motivate students to read higher level books. Give students a time d. Books on tape c. Provide students with a detail introduction of a book b. Reading partners a. Read aloud the 1st chapter of the book. Discuss as a class. Help student identify main characters, theme, or problem that may occur. Which strategy would you use? Level M Level N Level P Level O Level J Level J Level J Reading For Key Ideas And Details • Describe how characters in a story respond to major events and challenges. •Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral. • Describe how characters in a story respond to major events and challenges. Reading For Craft and Structure •Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action. •Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud. Reading to Integrate Knowledge and Ideas Compare and contrast a written story, drama, or poem to its different versions (i.e. audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium). Charlotte's Web Activity Why We Need Common Core
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