video: why we need common core
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Video: Why We NEED Common Core. Why We Need Common Core. What is the priority CCR and MPS?. What is the Phase One Priority College & Career Readiness Anchor Standard in English Language Arts, Social Studies, Science and Technical Subjects? - PowerPoint PPT PresentationTRANSCRIPT
What is the Phase One Priority College & Career Readiness Anchor Standard in English Language Arts, Social Studies, Science and Technical Subjects?
What is the Phase One Priority Standard for Mathematical Practice?
WHAT IS THE PRIORITY CCR AND MPS?
Read Closely to determine what the text says explicitly, make logical inferences from it, use evidence from the text when writing and speaking to support conclusions
SHARED PRIORITY
ACT Study – Schmeiser, 2006
Unprepared in Reading
Preparedin Reading
Chance of later success
1%
32%
Science15%
67%
Mathematics
1. Type of text read in college & work place
2. Students who fail to meet CCR Benchmarks are weak in this type of reading
3. Key type of text for Science and Math
WHY IS INFORMATIONAL NON-FICTION IMPORTANT
1. Uses Evidence and Argument2. Uses Critical Thinking Skills – create
understanding of Facts / Knowledge3. Real world need: Understanding
argument is a key skill.
WHY IS “PERSUASIVE” WRITING IMPORTANT?
To Argue . . . and Inform . . . in WritingCCSS Requires Argument / Evidence-based Writing
Source: National Assessment Governing Board (2007). Writing framework for the 2011 National Assessment of Educational Progress, pre-publication edition. Iowa City, IA. ACT, Inc.
It follows that writing assessments aligned with the Standards should adhere to the distribution of writing purpose across grades outlined by NAEP.
Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework
What are two types of vocabulary we MUST INCREASE SUBSTANTIALLY if our students are to master the Common Core requirements?
WHAT KIND OF VOCABULARY IS CRITICAL
TO MEET THE COMMON CORE GOALS?
What are two types of vocabulary we MUST INCREASE SUBSTANTIALLY if our students are to master the Common Core requirements?
1. Academic Vocabulary2. Domain Specific Vocabulary (Science,
Social Studies, Math, Technical)
WHAT KIND OF VOCABULARY IS CRITICAL
TO MEET THE COMMON CORE GOALS?
1. Focus on Academic & Domain Specific Vocabulary (already in progress)
2. Increase student exposure to nonfiction (already in progress)
3. Engage students in close reading activities
4. Shift writing to increased text dependency.
PHASE I – WHAT CAN WE DO NOW?
How to do a Close Reading
VIDEO: HOW TO DO A CLOSE READING
What do we mean by “close reading” within the Common Core standards?
In this section, we will experience a Common Core lesson to illustrate the “Reality” of the Common Core.
Has anyone done this lesson before? If so.. I will ask you to help us with insights as we discuss…
THE GETTYSBURG ADDRESS
Read the Gettysburg Address to yourself
THE GETTYSBURG ADDRESS
Read the Gettysburg Address to yourself
Reread and write a paraphrase (your own words) of the first two paragraphs
THE GETTYSBURG ADDRESS
Read the Gettysburg Address to yourself
Reread and write a paraphrase (your own words) of the first two paragraphs
With your shoulder buddy, discuss your paraphrases. What is similar between you? What is different? Argue for your paraphrase.
THE GETTYSBURG ADDRESS
Read the Gettysburg Address to yourself
Reread and write a paraphrase (your own words) of the first two paragraphs
With your shoulder buddy, discuss your paraphrases. What is similar between you? What is different? Argue for your paraphrase.
Who will read the Gettysburg Address aloud for us?
THE GETTYSBURG ADDRESS
Looking at the entire text, circle three words you believe are difficult for a below-level reader to comprehend.
Discuss the meaning of the word with your shoulder buddy. What have we done in this lesson, so far, to help the student access the new vocabulary?
THE GETTYSBURG ADDRESS
Reread the text and complete the first activity question (#3).
What did you find?
THE GETTYSBURG ADDRESS
Reread the text and complete the second activity question (#4).
What did you find?
THE GETTYSBURG ADDRESS
Reread the text and complete the third activity question (#5).
What did you find?
THE GETTYSBURG ADDRESS
Reread the text and complete the fourth activity question (#6).
What did you find?
THE GETTYSBURG ADDRESS
Look at the vocabulary building activity (#7).
With a shoulder buddy, complete the first three explorations of the vocabulary word.
What did you find?
THE GETTYSBURG ADDRESS
How was this lesson different?
Do you have a new understanding of “Reading Closely”?
Prior to this activity, how well did you really understand the REQUIREMENTS of the first CCR? (Read Closely, Infer, Use Evidence from the text in writing to support conclusions..)
THE GETTYSBURG ADDRESS
This lesson was designed for three days (there is a writing element we did not do here).
What is the result of TEACHING LESS CONTENT over three days..
but teaching MORE DEEPLY WITHIN THECONTENT over three days?
GO SLOW TO TEACH MORE
What do you think happens when struggling readers go through a lesson like the Gettysburg Address?
Can they read the text?
What kind of accommodations did we include here? What might we add?
THE GETTYSBURG ADDRESS
Let’s look at what just happened to us.
Reflect on the assignment we just completed.
What did we do first in our Exemplar Lesson using the Gettysburg Address?
MAKE IT A ROUTINE
After we read it “cold”, what were the next THREE things we did.
Be specific.
Write them in a list.
THE GETTYSBURG ADDRESS EXEMPLAR
1. Read a text – cold, without set-up.2. Re-Read in chunks.3. Paraphrase in writing.4. Discuss in own language, aloud, safely.5. Read aloud for accessibility.6. Identify hard words. Learn word
meanings working with a partner.7. Re-read several times, using specific
prompts which require looking for very specific details – using the text..
A CCSS ROUTINE FOR CLOSE READING
8. Re-read for specific vocabulary.9. Compare / Contract vocabulary
meanings – in writing, and through sharing with a buddy.
10. Write an essay requiring the student to take a persuasive viewpoint and argue their case for the author’s (motivation, etc) (We did not do this.. The last step in the lesson)
A CCSS ROUTINE FOR CLOSE READING
You have taken another step toward achieving a
DEEPER UNDERSTANDING of the
Common Core State Standards
CONGRATULATIONS!
