Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

Race Toward Common Core

No description
by

Christy English

on 20 March 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Race Toward Common Core

The Race Toward Common Core The Big Shift...

The race toward these new Common Core Standards require instructional SHIFTS leaving antiquated pedagogical methods behind and shifting gears toward a more rigorous finish and celebration on PARCC's Victory Lane. LHS PRIDE: The very best teaching
by the very best professionals. The Common Core State Standards Has a Challenging New Language... Common Misconceptions Help Students Avoid the Crash Shift I
Balancing Informational
& Literary Text Infuse non-textual stimulus
such as scientific diagrams, political cartoons, advertisements, and public service messages. Think out of the box: audio and visual. Teachers should include paired texts and text sets to teach interdisciplinary units with increased rigor. What True Balance
Looks Like... Build background knowledge using literary and informational text ranging in length
and complexity
and strategies for processing the material. Utilize text features to include diagrams, charts, and tables across the curriculum. Students read a true balance
of Informational and literary
text across the disciplines. Gr 4 50% 50%
Gr 8 45% 55%
Gr 12 30% 70% Literary Text & Informational Text Startling Stats Rules to Race By... Staircase of Complexity


Shift 3 Revving Up
Text Complexity Shifts In the level
of Text Complexity Students Build Knowledge and Make Judgements About the World Through Text...
Knowledge in the Disciplines
Shift 2 Pit Road
Misconception 1 Pit Road
Misconception 2 Pit Road
Misconception 3 Pit Road
Misconception 4 Teachers should no longer set
purposes for reading or discussing
prior knowledge. English teachers can
no longer teach literature. Teachers must teach at
frustration levels. Most schools are already
teaching to the new standards. Close Reading requires a substantial emphasis on reading a high quality text. This is accomplished primarily by reading and discussing the text as opposed to being told about the text by a teacher or having the deeper meanings laid out through extensive text walks and talks. Greater emphasis is needed on informational text especially in the Humanities, History and Social Science fields. 80-90% of all reading material in every grade will require text based analysis. Writing should focus more on ideas and text-based evidence, rather than personal narratives. Units of Study A nationwide survey shows that only 24% of students taking the ACT science exam are prepared for college level text, graphs and images. Team Work Students grapple with complex text working towards independence with longer and complex pieces... In 2005, 51% of all students were not prepared
for college! The saddest truth is the same
students were "on track" in the eighth grade. Students will test on the computer with text, audio and video footage that is also multilevel. Text will be moved down
More intense passages
Accelerated Reader and STAR
ATOS connects students with texts
on their individual, independent
reading levels
Differentiated Instruction Text Based Answer
Shift 4 Rules to Race by... I CHOOSE "C"! Students provide textual
support for ALL answers
including implicit ones... This is an aggressive shift! This shift is all about a change in instructional practices giving students strategies to read like academic scholars. 1. Zoom-in on text.
2. Investigate Word
Choice
3. Support Answer with
evidence.

PARAPHRASING IS NOT
ENOUGH...

4. Ask and be asked evidence based
question
5. Student Opportunities to write and
discuss text Progression and Instruction A. Model
B. Ask Evidence Based Questions
C. Require Written responses
D. Small Group Discussions
E. Socratic Seminar

Elementary Ex: FISH BOWL STRATEGIES "THIS IS WHAT COLLEGE
STUDENTS DO!" Before the Finish the Line... Rules to race by... Academic Vocabulary
Shift 6... Language Has Power Students understand words
in context across the curriculum... Writing From Sources
Shift 5 Students write using multiple sources to draw a conclusion on a single subject... Synthesize information between texts.

Synthesize information across genres and subject areas referencing text and citing sources. NO Paraphrasing Before a student graduates from high school, he or she should know how to:
Cite Sources
Embed text by lifting words, phrases and clauses directly from text to use as evidence.
Read and recognize "evidence."
Become an independent learner.

"This is what college students do!" No personal opinions!

Use Supplemental
videos, audio, text, etc... a. Embed textual evidence.
b. Address writing in all context areas.
c. Scaffold writing conventions.
(capitalization, punctuation and usage) PIT ROAD... 3rd PIT ROAD... 6th PIT ROAD... 10th Do not over-simplify language!

DO Explore vocabulary beyond the everyday

Use academic language Use BIG words in
YOUR everyday speech. Train Active Listeners...

Analyze sounds bites and audio
Compare audio to text, art, or video Teachers must carefully plan which 2-Tier words are taught and why... Everyday Speech
Academic Words
Domain Specific Words Use new words frequently! Pit Road... Pit Road... Pit Road... Familiarize yourself and your students with all three tiers of words. Give explicit instruction on precise word choice. Use word associations
linguistic and
non-linguistic connections.
EX: SUN-hot, summer, vacation One in ten US adults couldn't read or write
Tony Stewart Combating the Problem... The Common Core: Get on Track...
•Only 14 Percent of the homes in the US had a bathtub.
•Only 8 percent of the homes had a telephone.
•There were only 8,000 cars in the US and only 144 miles of paved
roads.
•The maximum speed limit in most cities was 10 mph.
Why should education be any different? ----- MAYBE THIS TITLE
NEEDS WORKING ON????
•The average wage in the US was 22 cents an hour.
•The average U. S. worker made between $200 and $400 per year.
•Ninety percent of all U. S. Physicians had no college education.
•One in ten U. S. adults couldn't read or write.
•Only 6 percent of all Americans had graduated from high school. What a difference a
century makes!
Do not front load. In 2011, remediation cost Floridians $224,000,000! Implications for
Writing Instruction Grade 3 EBSR from End Of Year Assessment

Sample Item
Read all parts of the question before responding

Part A

What is one main idea of “How Animals Live?”
a. There are many types of animals on the planet.
b. Animals need water to live.
c. There are many ways to sort different animals.
d. Animals begin their life cycles in different forms.

Part B

Which detail from the article best supports the answer to Part A?
a. “Animals get oxygen from air or water."
b. "Animals can be grouped by their traits."
c. "Worms are invertebrates."
d. "All animals grow and change over time."
e. "Almost all animals need water, food, oxygen, and shelter to live." Grade 6 EBSR from Narrative Writing Task (Vocabulary)

Sample Item
Part A

What does the word “regal” mean as it is used in the passage?

a. generous b. threatening c. kingly d. uninterested



Part B

Which of the phrases from the passage best helps the reader understand the meaning of “regal?”
a. “wagging their tails as they awoke” b. “the wolves, who were shy” c. “their sounds and movements expressed goodwill” d. “with his head high and his chest out”
Passage
George, Jean C. Julie of the Wolves. New York: Harper and Row, 1972. Print.

PARCC is committed to using authentic texts. Permissions are pending for the texts associated with this item. Grade 10 EBSR from Literary Analysis Task (Vocabulary)

Sample Item
Part A

What does the word vanity mean in these lines from the text “Daedalus and Icarus ” ?
“Proud of his success, the foolish Icarus forsook his guide, and, bold in vanity, began to soar”(lines 348-350).

a. arrogance b. fear c. heroism d. enthusiasm

Part B

Which word from the lines of text in Part A best helps the reader understand the meaning of vanity?

a. proud b. success c. foolish d. soar
Passage
Excerpt from "Daedalus and Icarus" [1] from Ovid's Metamorphoses Volume Two. Copyright © 1941 by Trenchard More, Jr. Used by permission. Stay driven to teach
students.
Remain on pace.
Provide back-ground
knowledge through
comprehension of
complex text. Older students progress from
paragraphs to short stories and
novels.

Most importantly, never be afraid to
read college-level text to ANY age
group. Give students the opportunity to
struggle with complex text.

Start small by using simple sentences
in Kindergarten and progressing to
paragraphs CUMULATIVE LANGUAGE EXPERIENCE OF CHILDREN
Full transcript