Transcript Literacy Strategies and Text to Support CCSS in the

Karen Kelley Parrino
To meet these raised expectations, we must clarify our focus
on what our students need. Specifically, we must ensure this
year that our students…
English language arts
•Comprehend (access) meaningful, on level texts
•Speak and write in response to meaningful texts
Math students
•Master math concepts of priority, on level content and practice
standards (not just procedures)
•Master targeted remedial content that allows practice faster
focus of on level content
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Teacher Leader Summit: Day 1 Ready!
This Summit will prepare teachers to make these shifts beginning the first
day of the 14-15 school year. This will include focused training on:
• Student Learning Targets
• Assessment
• Standards, curricula, and instructional strategies
Louisiana Believes
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is crucial that educators
use research based
strategies to provide strong,
explicit instructional
strategies to increase their
student’s knowledge.
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Learners acquire and store knowledge in two
primary ways: linguistic (by reading or
hearing lectures), and nonlinguistic (through
visual imagery, kinesthetic or whole-body
modes, and so forth). The more students use
both systems of representing knowledge, the
better they are able to think about and recall
what they have learned (Marzano, Pickering,
& Pollock, 2001).
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Graphic organizers are a common way to
help students generate nonlinguistic
representations. Ex. Venn Diagram
Graphic organizers are powerful tools to help
students think about and recall information.
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Discussion: How can you use graphic
organizers to enhance student knowledge?
What graphic organizers do you use in your
class and what organizers would you like to try
with your students?
With your shoulder partner and discuss some
graphic organizers that you use to enhance
student learning.
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Have you ever asked your students to close
their eyes and visualize the setting in a
story? If so, you are using a powerful aspect
of learning.
Your students will gain deeper meaning and
connect knowledge in meaningful ways.
Close your eyes and visualize yourself on a
beach. What do you see? Hear? Feel?
Smell?
 Learners
of all different ability
levels can participate in and gain
knowledge from visualization.
 Students with special needs are
able to participate and be a part of
the learning experience.
 Visualization requires little time
and no instructional materials.
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Reading electronic storybooks
Playing interactive phonics and spelling games
Crafting multimodal stories
Posting book reviews
E-mailing messages
Researching informational topics sites
Exploring the websites of favorite authors
Participating in virtual books clubs
Collaborating and researching with students in other
schools on projects
Social media
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Cunningham and Allington (2007) compare the
balanced approach to a multivitamin, suggesting
that it brings together the best of teach-and
student-centered learning theories. Balanced
programs may vary, but they usually embody the
following characteristics:
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Literacy involves both reading and writing.
Oral language is integrated with reading and writing.
Reading instruction includes phonemic awareness, phonics,
fluency, vocabulary and comprehension.
Writing instruction includes the writings process, the
qualities of good writing to communicate ideas effectively,
and conventional spelling, grammar, and punctuation to
make those ideas more readable.
Reading and writing are used as tools for across content
areas.
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Since no one program is best, teachers should choose a
balanced approach to literacy. Four of the most popular
programs are the basal reading program, literature focus
groups, literature circles and reading and writing workshop.
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Basal Reading Program – This is a commercially produced
reading program. The books in the program are called basal
readers. They come with workbooks, supplemental books and
related instructional materials. The teacher’s guide gives
detailed procedures for teaching the selections and skills and
strategies. Instruction is normally present to the whole class.
Publishers will advertise that basal readers are a “complete”
program, but effective teachers know they are not. Basal
Texts will need to be evaluated carefully to ensure they meet
the rigor required for CCSS.
 Literature Focus Units – Teachers create these units from high
quality stories and novels. District and states may have approved
lists for these award winning books that students are expected to
read at particular grade levels. Everyone in the class reads and
responds to the same book. Teacher use these units to teach
students about literary genres and authors and develop students
interest in literature. When using text, I try to incorporate a lot of
science text, especially text that is about two levels higher.
 Literature Circles – Small groups of students form literature
circles are book clubs to read a story or book. The teacher selects
five or six books at different levels to meet individual needs of all
learners. They collect multiple copies of each book and give a
book talk to introduce each book. Students choose a book to read
and form a group to respond to the book. Students develop
responsibility for completing assignments and learn more about
responding to books.
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Reading and Writing Workshop – Students select
books and read independently at their own pace. The
students conference with the students about their
reading. In writing workshops, students write about
books that they choose and conference with their
teacher about them. Teachers teach minilessons on
reading and writing skills and read books aloud to the
class.
These four programs are used at all grade levels.
Teachers usually combine them because students learn
best through a variety of literacy approaches.
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Naturally, learning to read and write is more difficult for English
learners. The following are ways that teachers scaffold English
learners’ oral language acquisition and literacy development:
Explicit Instruction – on literacy strategies and skills
Small Group Work – Social Interaction supports their learning
Reading Aloud to Students – Variety of books including some to
represent the student's home cultures (Rothenberg & Fisher,
2007).
Background Knowledge – Teachers organize instruction by
themes to build students’ world knowledge about grade-level
appropriate concepts, and they develop English learners
knowledge through mini lessons and a variety of reading and
writing activities (Braunger & Lewis, 2006).
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Parents can implement many home literacy activities such as:
Reading aloud to children
Listening to children read aloud and reading along with them
Making time for children to read books independently a priority
Providing books and other reading materials in the home
Taking with children about the books they are reading
Asking children what they are learning at school
Providing materials and opportunities for children to write at
home
Taking children to the library to check out books and materials
Giving books and magazine subscriptions as gifts
Monitoring children as they complete homework assignments
Emphasizing the value of literacy and importance of school
success
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Assessment is an integral and ongoing part of learning and teaching
(Mariotti & Homan, 2005).
Purposes of classroom assessment:
Determining Students’ Reading Levels - This is essential to plan for
appropriate instruction.
Monitoring Students’ Progress – Regularly assess students to make sure
they are making adequate progress.
Diagnosing Students’ Strengths and Weaknesses – This is especially
important when students are struggling or aren’t making the expected
progress.
Documenting Students’ Learning - Educators use students’ tests results
and work samples to provide evidence of their accomplishments.
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The PARCC assessment will provide
information to determine how students are
progressing in their learning.
States, districts, schools, and teachers can
use this information to inform
Student Interventions
Systemic changes
Curricular and instructional changes
Karen Kelley-Parrino
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Determine whether students are college and career
ready or on track.
Assess the full range of the Common Core
Standards, including standards that are difficult to
measure.
Measure the full range of student performance,
including the performance of high and low
performing students.
Provide data during the academic year to inform
instruction.
Provide data for accountability, including measures
of growth.
Incorporate innovative approaches throughout the
system.
Karen Kelley-Parrino
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K – 2 formative assessments are being developed
They will be aligned to CCSS.
Grades 3 – 8 - Timely student achievement data
showing students, parents and educators
whether all students are on track to college and
career readiness.
High School – College-readiness score to identify
who is ready for college-level coursework.
Targeted interventions and supports at every
level. 12th grade bridge courses.
Karen Kelley-Parrino
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Daily Learning Objective - Design begins with
the inferences (claims) we want to make about
students. These should be connected clearly to
the CCSS.
Classroom Work – In order to support claims we
must gather evidence, student work, which
should allow us to evaluate whether each student
has met his/her daily learning objective.
Classroom Activities/Tasks – Designed to elicit
specific evidence from students to support
claims.
Karen Kelley-Parrino
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Claims – Design begins with the inferences
(claims) we want to make about students.
Evidence – In order to support the claims we
must gather evidence.
Tasks Models – Tasks are designed to elicit
specific evidence from students in support of
claims.
Karen Kelley-Parrino
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PARCC Model Content Frameworks
provide"one"model"for"how"to organize content
and integrate the four strands of the CCSS.
Reading complex texts
Reading a wide range of texts – literature and
informational
Writing effectively when using and or analyzing
resources
Conducting and reporting on research
Speaking and listening
Using knowledge of language effectively when
reading, writing and speaking
Karen Kelley-Parrino
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CCSS will lay the foundation toward ensuring
students are ready for college and career
readiness. ( Zone 3) career
PARCC provides information to determine
how students are progressing in their
learning.
PARCC will measure the FULL range of
student performance, including high and low
performing students.
Karen Kelley-Parrino
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K – 2 CCSS builds reading foundational skills
K - 2 standards 7, 8 & 9 in reading and standards 7,
8 & 9 in writing show that research exists in CCSS in
grades K- 2.
PARCC will give students text and ask them to do
multiple things with it, find connections, analyze, etc.
Educators can create chances for authentic research
and allowing students to research topics that interest
them.
If you build a great assessment, it is O.K. to teach to
the tests.
Standards come first, then Model Content
Frameworks.
Karen Kelley-Parrino
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LET'S FIGURE IT OUT --- MATHEMATICALLY!
Student A reads 20 minutes five nights of every week;
Student B reads only 4 minutes a night...or not at all!
Step 1: Multiply minutes a night x 5 times each week.
Student A reads 20 min. x 5 times a week = 100 mins./week
Student B reads 4 minutes x 5 times a week = 20 minutes
Step 2: Multiply minutes a week x 4 weeks each month.
Student A reads 400 minutes a month.
Student B reads 80 minutes a month.
Step 3: Multiply minutes a month x 9 months/school year
Student A reads 3600 min. in a school year.
Student B reads 720 min. in a school year.
Student A practices reading the equivalent of ten whole school
days a year.
Student B gets the equivalent of only two school days of reading
practice.
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By the end of 6th grade if Student A and Student B maintain
these same reading habits,
Student A will have read the equivalent of 60 whole school days
Student B will have read the equivalent of only 12 school days.
One would expect the gap of information retained will have widened
considerably and so, undoubtedly, will school performance. How do
you think Student B will feel about him/herself as a student?
Some questions to ponder:
Which student would you expect to read better?
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Which student would you expect to know more?
Which student would you expect to write better?
Which student would you expect to have a better vocabulary?
Which student would you expect to be more successful in school....and
in life?
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corestandards.org
Supplemental Information for Appendix A of the Common Core State Standards for
English Language Arts and Literacy: New Research on Text Complexity
Complexity- a three-part model of measuring text complexity based on qualitative and
quantitative indices of inherent text difficulty balanced with educators’ professional
judgment in matching readers and texts in light of particular tasks. In selecting texts to
serve as exemplars, the work group began by soliciting contributions from teachers,
educational leaders, and researchers who have experience working with students in the
grades for which the texts have been selected.
Quality-the work group solicited only texts of recognized value. From the pool of
submissions gathered from outside contributors, the work group selected classic or
historically significant texts as well as contemporary works of comparable literary merit,
cultural significance, and rich content.
Range- presents a broad a range of sufficiently complex, high quality texts.
Appendix B: Text Exemplars and Sample Performance Tasks - Read Alouds, poetry,
informational text great resource to keep in mind when selecting.
Important to infuse more informational text should be 50/50 by grade 3. Students love
science and informational text about topics that interest them. Remember to
differentiate – Whenever possible allow students choice. This is not always possible, but
this may not always be an option.
The first step is to know why you are having students read something. What do you
want students to know or understand about the reading when they get done? As
teachers, we need to provide our students with a focus or purpose for reading.
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I would like to share some texts that I use in
my classroom and give pairing suggestions:
Nonfiction texts are an important component
for K – 2 students and should make up 50%
of texts selected.
La. Believes Year-Long Scope & Sequence
http://www.louisianabelieves.com/resources/
library/year-long-scope-sequence
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Give choices for independent reading
Build up stamina for reading – ex. start with 2
minutes at beginning of school year in K- double
Independent reading time = no talking- teacher
reads (models), timer is a good idea
When the timer goes off students can share with
their elbow partner, etc.
A reading survey at the beginning of the year is a
great way to get to know your students as readers
and differentiate.
Reading buddies with older students
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Anchor charts you create together with students.
I like to make one “Why We Read”?
The Goldilocks rule relating to selecting a book to read:
Too Hard – I do not know many words
I can not remember important details.
I need a lot of help.
Too Easy – I know almost all of the words.
I have read this book many times.
I can retell the story easily.
Just Right – I know many words, but need help with
some.
I understand what I am reading and many need to
reread some.
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Student Journals – Make & Take – holds Wikki sticks or sight
words. Journals in science, as well as ELA.
Golf pencils preferred falls in hand and “forces” proper
position. NO erasers.
How many times do we see young students struggling to
erase and rewrite. This waste valuable time. It’s not about
spelling it’s about the thought process.
Students may choose paper type in many assignments.
Labeling – use word walls – I like to have a mini word wall for
science, too. Writing should be integrated across all subjects.
Writer’s Workshop – Read Aloud – 5 minutes
Modeled or shared writing – 10 min, writing – 10 min,
Independent/Small Group writing – 20 minutes (conference
during this time). Close with a sharing session about 10 min.
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Effective teachers apply learning theories as they teach
reading and writing.
Effective teachers create communities of learners in their
classrooms.
Effective teachers use balanced approaches to literacy
instruction that reflects student-centered and teachercentered learning theories.
Effective teachers scaffold student’s reading and writing
and as their students become more proficient, they
gradually withdraw their support.
Effective teachers link classroom instruction and
assessment.
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Change is a process.
Change takes time.
Change takes time to process and think through
it.
It is crucial to collaborate and share best
practices.
“Any change, even a change for the better, is
always accompanied by drawbacks and
discomfort”. Arnold Bennett
The end goal is our students! To
prepare them for life after high
school and success!
Karen Kelley-Parrino
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24 years teaching experience in Livingston Parish
16 years in kindergarten in Live Oak Schools
Bachelor of Science Elementary Education 1989 L.S.U.
Preschool and Kindergarten Certification – L.S.U. 1999
National Board certification -2010
Master’s plus 30 in Curriculum and Instruction with
a Teacher Leader Endorsement -2011
Reading Specialist -2013
Teacher Advisor for The National Council for
Teacher Quality
A+ Pel Board Member
Questions? Feel free to e-mail me at:
[email protected]