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Putting wow in the classroom with common core
This document discusses strategies for teaching literacy skills aligned with the Common Core State Standards. It emphasizes developing close reading skills through analyzing text complexity, academic vocabulary, and critical thinking. It also stresses the importance of writing instruction and process writing. The key ideas are that the CCSS focus on learning how to learn through in-depth comprehension and placing equal emphasis on both reading and writing skills.
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Putting wow in the classroom with common core
- 1. Putting WOW inthe Classroom with Common Core State Standards Keith Pruitt, Ed.S Words of Wisdom Educational Consulting www.woweducationalconsulting.com
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- 6. But I wantto suggest that the real message is it is time to focus on the real issue of education….
- 7. It is timeto change school Culture from a culture of Teaching to a culture of Learning. DuFour, Aker, DuFour- On Common Ground (2005)
- 8. “the standards definewhat all students are expected to know and be able to do, not how teachers should teach” (2010a, 6)
- 9. CCSS • Teach to depth of understanding. • Equal emphasis on reading and writing • Reading complex text • Intellectual growth is a process over time • Learning should be across the curriculum Pathways to the Common Core
- 10. It becomes aboutTeaching children how to learn
- 11. Priorities for EffectiveInstruction Balanced Literacy Framework Independent Reading Modeling Small- Group Guided Reading Word Response Study Shared Time and Reading Read- Ownership Aloud Amount of Independence in Reading Most Least
- 12. Comprehension and Close Reading Looking at Text Differently
- 13. What does itmean when we ask students to “think critically” as they read? 2010 13
- 14. In Comprehension, students needto learn how to exercise intellectual muscle. -- Ellin Keene, To Understand 2010 14
- 15. “Reading, in the Common Core, is making meaning.” Calkins, et al, Pathways to Common Core, p. 25 …the Common Core deemphasizes reading as a personal act and emphasizes textual analysis. (p.25) …the meaning of texts resides in the interaction of the reader with the text. Louise Rosenblatt (1995) Literature as Exploration as quoted in Pathways to Common Core
- 16. Old Structure versusCommon Core Here is the conversation of Here is the Conversation of Comprehension as traditionally taught Comprehension based on Common Core • Who were the main • What descriptions are used characters in Charlotte’s by the author to indicate Web? that Wilbur is growing • Where did they live? lonelier at the Zuckerman • When animals are given farm? human characteristics it is • What is the main point of called _______________. the friendship of Charlotte • Can you think of a time and Wilbur? when animals influenced • How does the author let us how you felt about know that Fern has grown something? disinterested in Wilbur?
- 17. Common Core LiteratureStandards Key Ideas and Details Kindergarten First Grade Second Grade 1. With prompting and Ask and answer Ask and answer such support, ask and answer questions about key questions as who, what, questions about key details details in a where, when, why, and in a text. text. how to demonstrate understanding of key details in a text. 2. With prompting and Retell stories, including Recount stories, including support, retell familiar key details, and fables and folktales stories, including key demonstrate from diverse cultures, and details. understanding of their determine their central central message, lesson, or message or lesson. moral. 3. With prompting and Describe characters, Describe how characters support, identify settings, and major in a story respond to characters, events in major events and settings, and major events a story, using key challenges. in a story. details
- 18. Margaret Kilgo andClose Reading Level 1: Find It! Level 2: Look Closer! Level 3: Prove It! Level 4: Take It Apart!
- 19. Implications • Emphasis isnow on critical analysis of text and not merely foundational skills of decoding. • Teachers may need to retool to build capacity for drilling deeper into text. • Students will need explicit instruction in deeper, closer reading and thinking at higher levels of comprehension. • Teachers will have to examine closer the text to assure students can actually practice on these texts. • Social Studies and Science teachers need to understand how this applies in informational text as well. • Students will need lots of texts (5-7 books/week)
- 20. The Greatest Conditionto Guarantee Student Success……… Lots and Lots of Practice Outliers, study by Malcolm Gladwell (2008) of conditions to lead to extraordinary success the unifying factor between piano players, NBA players, programmers, etc. was HOURS OF PRACTICE 10,000 hours of Practice
- 21. How much timewill the average student themselves spend reading in the classroom in one year?
- 22. That means theaverage child in an American school will spend less time engaged in reading in a year than the average High School football team will spend practicing in one week!
- 24. Teaching Vocabulary ina Common Core World Getting at the heart of Common Core Vocabulary Instruction
- 25. Anchor Standards K-5 ReadingShow Vocabulary • Key Ideas and Details • 4. Interpret words and phrases • Craft and as they are used in a text, Structure including determining technical, connotative, and • Integration of figurative meanings, and Knowledge and analyze how specific word Ideas choices shape meaning or tone. • Text Complexity
- 27. The relationship between vocabulary knowledgeand academic achievement is well established.-- Robert Marzano, Building Background Knowledge, p 31
- 28. Writing and theCommon Core Expectations
- 29. …writing is treatedas an equal partner to reading, and more than this, writing is assumed to be the vehicle through which a great deal of the reading work and the reading assessments will occur. Calkins, et al Pathways to the Common Core, p 102
- 30. Types of Writingin Common Core State Standards Response to Literature Process Writing
- 31. Exemplar Rubric Text Todaybefore we had writing groups Mrs. John read us a story about frogs. We had to write about frogs. We had a tadpole in the science center. It has two back legs and when it has two front legs its tail disappears and it cannot eat when its mouth is changing. Then the skin gets too little and the frogs pull off their skin and they eat it. Some fo the frogs blow bubbles. Frogs laid eggs that look like jelly and the fish eat some but some hatch to tadpoles. It grows bigger and bigger and bigger.
- 32. Considerations in Writing •Write Often, Model Often, Release Often • Use a learning progression in working with writing (James Popham, 2007), building blocks • Design a continuum of writing for assessment (www.readingandwritingproject.com) 1. Use an on demand benchmark to begin measure 2. Compare to your continuum 3. Monitor their progress over time compared to the continuum 4. End the year by an on demand piece and show the progression • Provide students with clear goals and effective feedback
- 33. In Process Writing: 1. Target the instruction- don’t try to get all the lions out of the jungle the first day 2. Offer constant feedback, but let the children do the work (they don’t learn from what you do, but what they do) 3. Use a writers workshop model with six trait writing
- 34. If You GoBy the Booth, Dee will give you a sample
- 35. Thank You Keith Pruitt Words of Wisdom www.woweducationalconsulting.com Join us on facebook
Editor's Notes
- #2 Benchmark Literacy Overview: Priorities for Effective Balanced Literacy InstructionExplain further that Benchmark Literacy is based on these core priorities for effective balanced literacy instruction. Walk participants through the following bullet points and expand on any of them based on time and interest:• Provide many and varied contexts for learning to read• Offer explicit instructional support• Maintain continuity and cohesiveness with research-based, systematic instruction• Implement gradual release of responsibility* within lessons, throughout the literacy block, and across grade levels• Differentiate instruction to meet students’ needs*Trainer Note: If teachers are not familiar with the gradual release of responsibility instructional model, you can share this background information. Gallagher and Pearson, 1983: “If teachers focused their attention on a strategy, beginning with a great deal of modeling and gradually releasing responsibility to the children to practice it independently, …students could actually be taught to think differently as they read. They would comprehend more deeply, critically, and analytically.” The instructional path includes: teacher modeling, shared and interactive practice, guided practice, and independent practice. The goal is to move students successfully from the introduction of a skill to its independent application.
- #14 Turn – Talk- What does it mean to think critically? (Allow time for conversation and sharing.)
- #15 Ellin Keene, who authored Mosaic of Thought, follow up book To Understand*students need to learn how to exercise intellectual muscle