Transcript Document

Kellogg School
&
The Common Core Initiative
What do we know?
Eileen Scanlan: Selfinitiated PD, Gretchen
Courtney
Julie Pienta: Early
Adopter School, Project
Readi
•
•
•
•
•
•
•
Kellogg Teachers:
General introductions
2011-2012 SY by Rock
Island Network; ILT
Members attended
Summer 2012 PD
•
•
•
In Progress…
Continue to learn!
Unit Planning
New 6th – 8th ELA Series
GO! Math
Lead 21
Balancing ISAT for 2 more
years with CCSS
instruction
Prepare for CPS initiative
with CCSS Math in 2013
Close Reading practice
Text-Dependent
Questions
Novels
Objectives
By the end of this presentation…
• You should feel confident in talking with your
child and their teacher(s) about the CC
initiative in ELA
• Possess knowledge, tools, and resources to
best support this process in your home and in
school
ELA/Literacy: 3 shifts
The What
1. Building knowledge through content-rich
nonfiction
2. Reading, writing, and speaking grounded in
evidence from text, both literary and
informational
3. Regular practice with complex text and its
academic language
What Can Parents Do?
Shift One: Building knowledge through content-rich
nonfiction
1. Supply and read more non fiction text at home. Have fun
with it!
1. Look for books and/or opportunities to engage in text that
explains. (Newspaper and magazine articles, directions
for putting things together, controversial subjects in the
world)
2. Discuss the authors’ purposes for their writing and
possible biases
What Can Parents Do?
Shift Two: Reading, writing, and speaking grounded in
evidence from text, both literary and informational
1. Talk about all types of text!
2. Demand EVIDENCE in everyday
discussions/disagreements/debates
2. Read text together and provide questions that require evidence –
PROVE IT
2. Teach healthy debate – allow disagreements
What Can Parents Do?
Shift Three: Regular practice with complex text
and its academic language
1. Read multiple books about the same topic
2. Use academic and higher level language when
speaking
3. Close Reading of all types of text
4. Talk, listen, sing, make rhymes, and silly word
games!
“Read like a detective,
write like a reporter.”
Implementation
• Close Reading
Reading a text multiple times for
different purposes
• Text Dependent
Questions
Text-dependent questions will
point students toward parts of
the text most important to pay
attention to
• Evidence!
• Nonfiction!
• Collaboration and
Student “Talk”
Prove it! Quote!
New series, content areas
small groups working together,
pair/shares, whole class
discussions
Simply assigning hard books
will not ensure that students
learn at high levels!
2nd
420 - 620
2.75 - 3.95
3rd
620 - 820
3.96 – 5.14
4th
740 - 875
4.97 – 6.0
5th
875 - 1010
6.1 – 7.03
6th
925 - 1010
7.0 – 8.0
7th
1010-1100
8.0 – 9.0
8th
1100-1185
9.0 – 9.98
Common Core State Standards vs.
Old IL Learning Standards
Common Core State Standards
Old IL Learning Standards
Reading for Information Standard 1:
6th Grade
RI.6.1: Determine a theme or central idea of
a text and how it is conveyed through
particular details; provide a summary of the
text distinct from personal opinions or
judgments
Goal 1 –Reading: Middle School
1.C.3d Summarize and make
generalizations from content and relate
them to the purpose of the material.
www.CommonCoreIL.org
A Close Reading of
“Salvador, Late or Early”
(Cisneros, Woman Hollering Creek and Other Stories, 1991)
Model of Close Reading
1. Read the text
2. What are Salvador’s strengths and needs? Discuss whole
group
3. I will read to you. Think about the author’s use of color.
4. Read it again. Why does our author use school words and
associate them with pain? Discuss in your group
Salvador translates to savior. Where in the text is that supported?
He starts out as a caterpillar and by the end he flutters in the
air before disappearing like a memory of kites
5. What happens when I change the name SALVADOR to
HEATHER?
What changed? Childhood, class, poverty, gender, social aspects,
Ideas/Reflections
• A lot of this learning is dependent upon conversations with
someone
• This piece of text is an 8th grade exemplar.
• This text is now a two day teaching….it used to be 1/3rd of a day.
• The order in which you ask the questions leads to a better and
deeper understanding of the text. The order in which you ask the
questions matters for ones understanding of a text.
• Not every group discussion needs to be shared out whole class
• An Extended Response prompt could be, “How does Salvador feel
inside?”
• If students can defend their opinion with evidence from the text,
it doesn’t matter what feeling they believe Salvador has inside
General Understandings in Kindergarten
Retell the story in order using the words
beginning, middle, and end.
Key Details in Kindergarten
• How long did it take to go from a hatched egg
to a butterfly?
• What is one food that gave him a
stomachache? What is one food that did not
him a stomachache?
It took more than 3 weeks.
He ate for one week, and
then “he stayed inside [his
cocoon] for more than two
weeks.”
Foods that did not give
him a stomachache
•
•
•
•
•
•
Apples
Pears
Plums
Strawberries
Oranges
Green leaf
Foods that gave him a
stomachache
•
•
•
•
•
•
•
•
•
•
Chocolate cake
Ice cream
Pickle
Swiss cheese
Salami
Lollipop
Cherry pie
Sausage
Cupcake
watermelon
Vocabulary in Kindergarten
How does the author help us to understand
what cocoon means?
There is an illustration of the cocoon,
and a sentence that reads, “He built a
small house, called a cocoon, around
himself.”
Author’s Purpose
• Genre: Entertain? Explain? Inform?
Persuade?
• Point of view: First-person, third-person
limited, omniscient, unreliable narrator
• Critical Literacy: Whose story is not
represented?
Author’s Purpose in Kindergarten
Who tells the story—the narrator or the
caterpillar?
A narrator tells the story, because
he uses the words he and his. If it
was the caterpillar, he would say I
and my.
Inferences in Kindergarten
The title of the book is The Very Hungry
Caterpillar. How do we know he is hungry?
The caterpillar ate food every day “but he
was still hungry.” On Saturday he ate so
much food he got a stomachache! Then
he was “a big, fat caterpillar” so he could
build a cocoon and turn into a butterfly.
Opinions, Arguments, and
Intertextual Connections
•
•
•
•
•
•
Author’s opinion and reasoning (K-5)
Claims
Evidence
Counterclaims
Ethos, Pathos, Logos
Rhetoric
Links to other texts throughout the grades
Opinions and Intertextual
Connections in Kindergarten
Narrative
Informational
Is this a happy story or a
sad one? How do you
know?
How are these two books
similar? How are they
different?
What is a Close Reading?
• Close reading is meant to be completed
using short texts at grade level
• Close reading is meant to be completed over
several repeated readings over several
teaching periods
• Close reading is meant to be a collaborative
process amongst peers and facilitated by an
educator
Use a short passage.
“Read with a pencil.”
Note what’s confusing.
Pay attention to patterns.
Give students the chance to struggle a bit.
Creating a Close Reading