1Candace Heath Instructional Coach RPES, TES, NTES, STES An Overview of Common Core & Balanced Literacy for Instructional AssistantsCandace HeathInstructional CoachRPES, TES, NTES, STES1
2Today’s Agenda 1:15-1:45 – Overview of Common Core 1:45-2:15 – Text Evidence Strategies2:15-2:30 – Break2:30-3:15 – Balanced Literacy with a focus on Interactive Read Alouds
3Appointment Clocks... Getting to know your neighbors
4What 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 US48 states with the exception of…*****4
5Who has adopted these standards? 45 statesThe District of Columbia4 territoriesDepartment of Defense Activity
6What are the major difference between the old NCSCOS and new CCSS? “Fewer, clearer, higher”ReadingText complexity and growth of comprehensionWritingText typesResponding to writingResearchSpeaking and ListeningFlexible communication & collaborationLanguageConventionsEffective useVocabularyBrand new STRAND!What resources are we using?Foundation of literacy
7English Language Arts (ELA) Strands: RI – Reading InformationalRL – Reading LiteratureL – LanguageRF – Reading FoundationalW – Writing
12Shift #1 High Quality Texts in a Wide Variety of Genres...especially Using a 50/50 Balance ofFiction and NonfictionBalance 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.
13SHIFT #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 disciplinesWhat 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
14Shift #2 Reading &Writing Grounded in the Text Text-based EvidenceText-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
15SHIFT #2 Reading and Writing Grounded in the TextWhat 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 opinionsWhat 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
16Teachers 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!
17Descriptive Vocabulary Basic and General Vocabulary Shift #3 Regular Practice with Complex Texts and its Academic VocabularyTier 3:Precision VocabularyTier 2:Descriptive VocabularyTier 1:Basic and General VocabularyText ComplexitySpeaking 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 complextexts.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 neededAre critical to understanding academic textsAppear in all sorts of texts and are highly generalizableRequire deliberate effort to learn, unlike Tier 1 wordsAre far more likely to appear in written texts than in speech.Often represent subtle or precise ways to say otherwise relatively simple thingsAre seldom heavily scaffolded by authors or teachers, unlike Tier 3 wordsClick to next slide.Academic – Tier 2—Vocabulary
18SHIFT #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 readWhat 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
20Complex Text & Tier 2 Vocabulary Teaching the READER, not the reading! Shift #1Read 50/50 F/NFDigging Deep!Shift #2Text EvidenceShift #3Complex Text & Tier 2 VocabularyInformativeOpinionTeaching the READER, not the reading!Narrative
21Let’s dive a little deeper into TEXT EVIDENCE… (also called “text dependent” questions)
26Let’s practice together with The Hungry Caterpillar How do we ask text dependent questions?
27Who tells the story—the narrator or the caterpillar? Author’s Purpose in K-2Who tells the story—the narrator or the caterpillar?
28A 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.
29How does the author help us to understand what cocoon means? Vocabulary in K-2How does the author help us to understand what cocoon means?Sample response?
30Now, 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
31Let’s share a few of our examples with the group
36So, What is Balanced Literacy and how does it relate to Common Core??
37Elements of Balanced Literacy: READING:WRITING:Interactive Read AloudShared WritingShared ReadingInteractive WritingGuided ReadingGuided WritingIndependent ReadingIndependent WritingFigure 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
38Interactive 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
39Shared ReadingThe 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
40Guided ReadingThe teacher selects and introduces a new text a the children’s instructional level.Children read the whole text to themselvesGuided Reading – Fountas and Pinnell
41Independent Reading The children read to themselves or with partners. Guided Reading – Fountas and Pinnell
42Shared WritingThe teacher guides children to compose messages and acts as their scribe. The message is reread many times.Guided Reading – Fountas and Pinnell
43Interactive WritingThe 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 writingGuided Reading – Fountas and Pinnell
44Guided Writing/Writing Workshop The teacher has individual conferences with writers, giving selected feedbackThe teacher works with the whole class or small group to provide mini lessons on any aspect of writingThe teacher and children “share” the writing to solicit feedbackGuided Reading – Fountas and Pinnell
45Independent WritingChildren write their own messages and stories, sometimes helping each other.Guided Reading – Fountas and Pinnell
47How should an interactive read aloud look? Teacher models comprehension strategiesEngages students through questioning and discussionBuilds vocabulary and background knowledgeDYNAMICAdapted from
48You may use the back of your flip book for notes
49Before 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,
50During 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,
51After Reading: Allow time for discussion Encourage various levels of response with questionsMake 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,
54Find 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