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Candace Heath Instructional Coach RPES, TES, NTES, STES

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1 Candace Heath Instructional Coach RPES, TES, NTES, STES
An Overview of Common Core & Balanced Literacy for Instructional Assistants Candace Heath Instructional Coach RPES, TES, NTES, STES 1

2 Today’s Agenda 1:15-1:45 – Overview of Common Core
1:45-2:15 – Text Evidence Strategies 2:15-2:30 – Break 2:30-3:15 – Balanced Literacy with a focus on Interactive Read Alouds

3 Appointment Clocks... Getting to know your neighbors 

4 What is Common Core? Mission Statement:
“The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy.” The CCSS initiative is an exiting opportunity for educational goals to be aligned across the US 48 states with the exception of… ***** 4

5 Who has adopted these standards?
45 states The District of Columbia 4 territories Department of Defense Activity

6 What are the major difference between the old NCSCOS and new CCSS?
“Fewer, clearer, higher” Reading Text complexity and growth of comprehension Writing Text types Responding to writing Research Speaking and Listening Flexible communication & collaboration Language Conventions Effective use Vocabulary Brand new STRAND! What resources are we using? Foundation of literacy

7 English Language Arts (ELA) Strands:
RI – Reading Informational RL – Reading Literature L – Language RF – Reading Foundational W – Writing

8 Sample Standard

9 Find your… 12:00 appointment buddy
Take 2-3 minutes to share your comfort level with Common Core

10 Looking at the 3 Main Common Core Shifts

11 Let’s Create a “Three Shifts” Foldable

12 Shift #1 High Quality Texts in a Wide Variety of Genres...especially
Using a 50/50 Balance of Fiction and Nonfiction Balance of Text Types- Students read a true balance of informational and literary texts. Therefore, elementary school classrooms are places where students access the world- science, social studies, the arts and literature- through text. At least 50% of what students read is informational ; in middle school it is 55%, and by the end of high school it is 70% (CCSS Introduction, p. 5). (Click) Click to next slide.

13 SHIFT #1 50/50 Fiction and Nonfiction…Variety of Genres
What the Student Does… *build content knowledge through reading high quality texts *finds evidence *exposed to the world through reading *handles primary source documents *makes connections across disciplines What the Teacher Does… *provides students with 50/50 fiction/nonfiction text balance *scaffolds informational texts *models the use of a variety of comprehension strategies *teaches through and with informational texts by having students read the text and not just summarize or lecture an overview of it

14 Shift #2 Reading &Writing Grounded in the Text
Text-based Evidence Text-Dependent Questioning— students stay grounded in the text, responding to text-dependent questions with evidence-based oral and written responses; Text based Evidence- 80-90% of (CCSS) reading standards require text-dependent analysis yet over 30% of questions in major textbooks do not. (Click) Analytic Writing from Sources- Writing instruction emphasizes use of evidence to inform or make an argument rather than decontextualized prompts. While the narrative still has an important role, students develop skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they listen to and read (Appendix A, pp ). (Click) Click to next slide. Writing from Sources

15 SHIFT #2 Reading and Writing
Grounded in the Text What the Teacher Does… *Facilitates text based questions and gives students time to write about texts *Encourages students to spend time in the text and reread *Uses questioning to help students analyze the text *Provides opportunities for students to argue a point and share their conclusions and opinions What the Student Does… *Finds evidence to support their answer *Creates their own judgment or opinion from facts in the text *Reads text more than once *Compares multiple sources

16 Teachers model how to ask questions and show thinking!
SHIFT #2—Text Evidence “Because”… is the magic word because it tells everyone where your answer is coming from, it's not your answer, it's the reason for your answer, it's the evidence for your inference, or the schema for your predication.  Teachers model how to ask questions and show thinking!

17 Descriptive Vocabulary Basic and General Vocabulary
Shift #3 Regular Practice with Complex Texts and its Academic Vocabulary Tier 3: Precision Vocabulary Tier 2: Descriptive Vocabulary Tier 1: Basic and General Vocabulary Text Complexity Speaking and listening- Students have rich and rigorous conversations which are dependent on a common text. Teachers ensure classroom experiences stay deeply connected to the text and that students develop habits for making evidentiary arguments both in conversation, as well as in writing to assess comprehension of a text (Appendix A, p. 2). (Click) Vocabulary Instruction— through the use of text, students build general academic and domain-specific words and phrases by gathering vocabulary knowledge in order to access ever increasing levels of text complexity.  Students constantly build the vocabulary they need to access grade level complex texts. Explain that it is important to explicitly teach key academic words because students are unlikely to pick them up from spoken language (Click) Notes on Academic Vocabulary: if needed Are critical to understanding academic texts Appear in all sorts of texts and are highly generalizable Require deliberate effort to learn, unlike Tier 1 words Are far more likely to appear in written texts than in speech. Often represent subtle or precise ways to say otherwise relatively simple things Are seldom heavily scaffolded by authors or teachers, unlike Tier 3 words Click to next slide. Academic – Tier 2— Vocabulary

18 SHIFT #3 Text Complexity and Academic Vocabulary
What the Student Does… *Rereads *Able to work through frustration when engaged with challenging text *Uses academic vocabulary and content specific vocabulary *Learns and uses new vocabulary from text read What the Teacher Does… *Exposes students to complex text in a variety of genres *Uses shorter texts and teaches students power of rereading *Provides scaffolding and strategies for accessing high level text *Fewer words more deeply

19 Let’s Review…

20 Complex Text & Tier 2 Vocabulary Teaching the READER, not the reading!
Shift #1 Read 50/50 F/NF Digging Deep! Shift #2 Text Evidence Shift #3 Complex Text & Tier 2 Vocabulary Informative Opinion Teaching the READER, not the reading! Narrative

21 Let’s dive a little deeper into TEXT EVIDENCE… (also called “text dependent” questions)

22

23 “Read like a detective. Write like a reporter.” -David Coleman

24 Source: “50 Shades of Common Core” by Jen Jones

25 Prove it! Posters

26 Let’s practice together with The Hungry Caterpillar How do we ask text dependent questions?

27 Who tells the story—the narrator or the caterpillar?
Author’s Purpose in K-2 Who tells the story—the narrator or the caterpillar?

28 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.

29 How does the author help us to understand what cocoon means?
Vocabulary in K-2 How does the author help us to understand what cocoon means? Sample response?

30 Now, you try… Find your 9:00 appointment Choose a book from your table
Practice generating TWO “text evidence” questions using Delaware question stems (on your table) Create a sample student response for each

31 Let’s share a few of our examples with the group

32 How can we help to improve student response?

33 Make and Take: Text Evidence Sticks

34 Text Evidence Sticks & Accountable Book Marks:
AT YOUR TABLE, discuss: How could you use these in your classroom? Generate one list on the blue sticky note... Be prepared to share 

35 Let’s Take a Break!

36 So, What is Balanced Literacy and how does it relate to Common Core??

37 Elements of Balanced Literacy:
READING: WRITING: Interactive Read Aloud Shared Writing Shared Reading Interactive Writing Guided Reading Guided Writing Independent Reading Independent Writing Figure 3-1 pg in Guided Reading book – Using the literacy collaborative framework – teachers will work in groups to match the values/descriptors with the elements of balanced literacy. (HANDOUT) Teachers will self check and share their commonalities and differences within each of the elements. Word Study

38 Interactive Read Aloud
The teacher selects and reads a book or other text to the children inviting conversation as they think together through the text. Guided Reading – Fountas and Pinnell

39 Shared Reading The teacher introduces and reads an enlarged text or a small text of which each child has a copy. On refrains and in multiple readings, children join in, reading in unison. Guided Reading – Fountas and Pinnell

40 Guided Reading The teacher selects and introduces a new text a the children’s instructional level. Children read the whole text to themselves Guided Reading – Fountas and Pinnell

41 Independent Reading The children read to themselves or with partners.
Guided Reading – Fountas and Pinnell

42 Shared Writing The teacher guides children to compose messages and acts as their scribe. The message is reread many times. Guided Reading – Fountas and Pinnell

43 Interactive Writing The teacher guides group writing of a large-print piece, which can be a list, a chart, pages of book, or another form of writing. All children participate in composing and constructing various aspects of the writing Guided Reading – Fountas and Pinnell

44 Guided Writing/Writing Workshop
The teacher has individual conferences with writers, giving selected feedback The teacher works with the whole class or small group to provide mini lessons on any aspect of writing The teacher and children “share” the writing to solicit feedback Guided Reading – Fountas and Pinnell

45 Independent Writing Children write their own messages and stories, sometimes helping each other. Guided Reading – Fountas and Pinnell

46 Let’s focus on Interactive Read Alouds…

47 How should an interactive read aloud look?
Teacher models comprehension strategies Engages students through questioning and discussion Builds vocabulary and background knowledge DYNAMIC Adapted from

48 You may use the back of your flip book for notes 

49 Before Reading: Preview the book and practice reading it with fluency and expression. Plan an introduction—find links to personal experiences. Introduce the title, author, and illustrator. Introduce any information that may be necessary to facilitate understanding of the story. Set a purpose for listening to the story (e.g., “I wonder” statements, such as I wonder what the wolf wants to do with the pigs, provide us focus for listening). Jamison Rog, Lori (2002). Early Literacy Instruction in Kindergarten. Interactive Storybook Reading: Making the Classroom Read-Aloud Program a Meaningful Experience, 6,

50 During Reading: Read fluently and expressively.
Hold the books so your child can see the illustrations. Try to establish frequent eye contact with your child. Draw attention to the illustrations and features of the text. Pause occasionally to revisit predictions, express curiosity, or comment on something interesting. Invite your child to question and comment but keep it focused on the story. Explain words and ideas you think your child might not understand. Jamison Rog, Lori (2002). Early Literacy Instruction in Kindergarten. Interactive Storybook Reading: Making the Classroom Read-Aloud Program a Meaningful Experience, 6,

51 After Reading: Allow time for discussion
Encourage various levels of response with questions Make personal connections to the text (e.g. “What did this story remind you of?”). Retell the story or reread it to enhance comprehension. Jamison Rog, Lori (2002). Early Literacy Instruction in Kindergarten. Interactive Storybook Reading: Making the Classroom Read-Aloud Program a Meaningful Experience, 6,

52 Read Aloud Checklist

53 Linda Hoyt: Demonstration Interactive Read Aloud

54 Find your 3:00 Appointment…
Discuss: -What strategies did you observe in the video? -What does this look like in your classroom? -How will you use this checklist in your classroom? Think- Pair-Share Activity

55

56 Thank you for ALL that you do!
Exit Ticket: Please complete your exit tickets before you leave and place them on the sign in table. Thanks for coming! How can I help?


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