Presentation on theme: "ELA Common Core – What We Know So Far….. English Language Arts Reading – Literature Reading – Informational Text Writing Speaking and Listening."— Presentation transcript:
ELA Common Core – What We Know So Far….
English Language Arts Reading – Literature Reading – Informational Text Writing Speaking and Listening
Major Shifts from SCS Text Complexity – lots of Informational Text and more complex Literature Students must analyze, infer, and give evidence Writing from sources – read text, analyze, put thoughts into writing Mastery of writing and speaking Academic vocabulary – words that are hard to put definitions with
Project Oriented Presenters made the comparison to Grad School Students will be expected to present research Text based answers Mastery of Writing and Speaking Writing – creativity in their arguments rather than narrative based
We want our students to read like a detective and write like an investigative reporter.
New Blooms….really?! Verbs and questions stems on key rings Write lesson plans Post kid-friendly objectives Takes focus off what teacher will do and turns it into what the STUDENTS will do. Let students generate questions using the stems in an activity station
Costa’s House Three Story Intellect: Basement – remembering, understanding Ground floor – applying, analyzing Penthouse – evaluating, creating
10 Anchor Standards *Same for K-12 Key Ideas and Details -Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text. -Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. -Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
10 Anchor Standards *Same for K-12 Craft and Structure -Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. -Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (a section, chapter, scene, or stanza) relate to each other and the whole. -Assess how point of view or purpose shapes the content and style of a text.
10 Anchor Standards *Same for K-12 Integration of Knowledge and Ideas -Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words. -Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. -Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
10 Anchor Standards *Same for K-12 Range of Reading and Level of Text Complexity -Read and comprehend complex literary and informational texts independently and proficiently.
Vertical Alignment Activity Each person at the table take all of the sheets of a color from the baggie – you should have 6 different small sheets. Place the sheets in order from kindergarten through fifth grade
Key Ideas and Details - Literature Kindergarten: With prompting and support, identify characters, settings, and major events in a story
Key Ideas and Details - Literature First Grade: Describe characters, settings, and major events in a story, using key details
Key Ideas and Details - Literature Second Grade: Describe how characters in a story respond to major events and challenges
Key Ideas and Details - Literature Third Grade: Describe characters in a story (e.g. their traits, motivations, or feelings) and explain how their actions contribute to the sequence of events
Key Ideas and Details - Literature Fourth Grade: Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text (e.g. a character’s thoughts, words, or actions)
Key Ideas and Details - Literature Fifth Grade: Compare and contrast two or more characters, settings, or events in a story or drama, drawing on specific details in text (e.g. how characters interact)
Crosswalks This document shows the connection between the current Standard Course of Study and the Common Core You need to just get in there and check it out ards/common-core-tools/http://www.ncpublicschools.org/acre/stand ards/common-core-tools/
Unpacking Documents Breaks down the standard into essential questions and provides task analysis This seems to be the most valuable resource ards/common-core-tools/http://www.ncpublicschools.org/acre/stand ards/common-core-tools/
What about THE TEST?? Grade 3 Reading for Literature 32 – 37 % Reading for Information 41 – 45 % Language 20 – 24 %
What about THE TEST?? Grade 4 Reading for Literature 30 – 34 % Reading for Information 45 – 49 % Language 19 – 21 %
What about THE TEST?? Grade 5 Reading for Literature 36 – 40 % Reading for Information 29 – 33 % Language 29 – 31 %
Pacing Guides on the way According to Sandra Evans, we will have pacing guides in hand before the start of the new school year. Great unit example for 2 nd grade on sampleshttp://commoncore.org/maps/membership/ samples