1. Kellogg School & The Common Core Initiative

2. What do we know? Eileen Scanlan: Self-initiated PD, Gretchen Courtney
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
Julie Pienta: Early Adopter School, Project Readi
Kellogg Teachers: General introductions SY by Rock Island Network; ILT Members attended Summer 2012 PD

3. 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

5. ELA/Literacy: 3 shifts The What
Building knowledge through content-rich nonfiction
Reading, writing, and speaking grounded in evidence from text, both literary and informational
Regular practice with complex text and its academic language

6. What Can Parents Do?
Shift One: Building knowledge through content-rich nonfiction
Supply and read more non fiction text at home. Have fun with it!
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)
Discuss the authors’ purposes for their writing and possible biases

7. What Can Parents Do?
Shift Two: Reading, writing, and speaking grounded in evidence from text, both literary and informational
Talk about all types of text!
Demand EVIDENCE in everyday discussions/disagreements/debates
Read text together and provide questions that require evidence – PROVE IT
Teach healthy debate – allow disagreements

8. What Can Parents Do?
Shift Three: Regular practice with complex text and its academic language
Read multiple books about the same topic
Use academic and higher level language when speaking
Close Reading of all types of text
Talk, listen, sing, make rhymes, and silly word games!

9. “Read like a detective, write like a reporter.”

10. Implementation Close Reading Text Dependent Questions Evidence!
Nonfiction!
Collaboration and Student “Talk”
Reading a text multiple times for different purposes
Text-dependent questions will point students toward parts of the text most important to pay attention to
Prove it! Quote!
New series, content areas
small groups working together, pair/shares, whole class discussions

11. Simply assigning hard books
will not ensure that students
learn at high levels!

12. Data conferences for MAP scores

13. Common Core State Standards vs. Old IL Learning Standards
Reading for Information Standard 1: 6th Grade
Goal 1 –Reading: Middle School
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
1.C.3d Summarize and make generalizations from content and relate them to the purpose of the material.

14. “Salvador, Late or Early”
A Close Reading of
“Salvador, Late or Early”
Close reading is almost always and encounter with the text first…no modeling first
Participants read and then answer a question
Doug will read to them and model thinking focusing on one thing…sentence structure
Traditionally this piece would be one of three pieces read in one period
(Cisneros, Woman Hollering Creek and Other Stories, 1991)

15. What changed? Childhood, class, poverty, gender, social aspects,
Model of Close Reading
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,

16. 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

17. General Understandings in Kindergarten
Retell the story in order using the words beginning, middle, and end.

18. 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?

19. It took more than 3 weeks. He ate for one week, and then “he stayed inside [his cocoon] for more than two weeks.”

20. Foods that did not give him a stomachache
Foods that gave him a stomachache
Apples
Pears
Plums
Strawberries
Oranges
Green leaf
Chocolate cake
Ice cream
Pickle
Swiss cheese
Salami
Lollipop
Cherry pie
Sausage
Cupcake
watermelon

21. Vocabulary in Kindergarten
How does the author help us to understand what cocoon means?

22. There is an illustration of the cocoon, and a sentence that reads, “He built a small house, called a cocoon, around himself.”

23. 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?

24. Author’s Purpose in Kindergarten
Who tells the story—the narrator or the caterpillar?

25. A narrator tells the story, because he uses the words he and his
A narrator tells the story, because he uses the words he and his. If it was the caterpillar, he would say I and my.

26. Inferences in Kindergarten
The title of the book is The Very Hungry Caterpillar. How do we know he is hungry?

27. The caterpillar ate food every day “but he was still 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.

28. 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

29. 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?

30. 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

31. Creating a Close Reading
Use a short passage.
“Read with a pencil.”
Note what’s confusing.
Pay attention to patterns.
Give students the chance to struggle a bit.
Frontloading, pre-teaching, and vocabulary
MY NOTES FROM HIM:
Give students a chance to struggle.
School should be about inquiry
Creating a Close Reading