1. Website: www.partnerinedu.com Dr. Dea Conrad-Curry Partner in Education Email: dea@partnerinedu.com REFLECTING ON TEACHING & LEARNING IN A COMMON CORE CLASSROOM Follow me on Twitter @doctordea

2. 2 READING TO LEARN AND CONFIRM What I think I know Details that confirm my knowledge Details that inform misconception Details that build new knowledge Questions and answers about text information Q: A: © 2013 Partner in Education

3. Morning Objectives Slide Copyright 2013 Partner in Education 3  Reading to Learn & Confirm  Adaption on the KWL  Reflect on yesterday’s lesson  Alpha / Delta  Critiquing Instructional Videos  Using Context Clues to Teach Vocabulary Skills

4. Thoughtful Planning Less teacher talk/More student interaction Useful Organizers Students reading independently Explicit Modeling of Graphic Organizers “I can” Statements /Posted Standards Students writing independently (WA.10) Students referencing text (RA.1) Students working collaboratively ALPHA / DELTA © 2013 Partner in Education A Δ

5. ALPHA / DELTA © 2013 Partner in Education A Δ

6. Group and Debrief © 2013 Partner in Education  Reading teachers: 6, 7, 8  Writing teachers: 6, 7, 8  Purpose setting questions: What challenges do the Common Core Standards present to your teaching style? What challenges do the Common Core Standards present to facilities and/or materials? What solutions could you suggest to resolve or mediate the challenges?

7. Reading Anchor Standard 4 © 2013 Partner in Education  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.

8. Grade 6 Evidence- Based Selected- Response from Narrative Writing Task Slide Copyright 2013 Partner in Education 8

9. Grade 6: Technology- Enhanced Selected- Response Item 9 Slide Copyright 2013 Partner in Education

10. VOCABULARY ACQUISITION  Stages of word knowledge (Dale 1965) Never saw it before Heard it—no knowledge of meaning Recognizes in context Knows it well: uses in conversation and or writing  Teaching Connotation  POSITIVE CONNOTATION  NEGATIVE CONNOTATION  NEUTRAL CONNOTATION 10

11. 11 © 2012 Partner in Education 1.Definition or explanation clue The periphery or outer region, of the river was littered with container trash from the nearby factories. 2.Example clue Like road banks along an interstate highway, the periphery of the river was littered with container trash from the nearby factories. 3.Restatement or synonym clue The periphery or bank of the river was littered with container trash from the nearby factories. 4.Contrast or antonym clue The periphery of the river, unlike the water that flowed within its banks, was littered with container trash from the nearby factories. 5.Inference through general context clue The periphery of the river was littered with container trash from the nearby factories while the fast moving water appeared clear of debris. 6.Internal clues: afixes, prefixes, suffixes (http://www.unit5.org/villhauer/index.htm) The periphery of the river was littered with container trash from the nearby factories. 6-Types of Context Clues

12. 12 NAME ______________________ TEXT ______________________ PAGES _______ DATE _______ Word Never Heard Heard or Seen ConnotationHow I define this word I use this word! periphery gallimaufry noxious precocious decorum nefarious erudition How Well Do I Know These Words? Thinking about words before learning them makes connections that will help me remember. © 2012 Partner in Education

13. 13 How do Context Clues Help Build Word Meaning? Thinking about my thinking about words. © 2012 Partner in Education

14. 14 1.The periphery of the river was littered with container trash from the nearby factories while the water that rushed downstream was clear. 2.The family history was a gallimaufry of personalities: liars and thieves, business tycoons and entrepreneurs, musicians and actors. 3.The river was full of noxious materials such as cleaning agents from factories and pesticides from the nearby farms. 4.This third grade was full of precocious children, youngsters who were advanced beyond their years. 5.Unlike dressing for a Halloween party or other holiday costume soiree, when attending an office party you should behave with professional decorum. 6.Some may not approve of the governor’s unethical behavior, but to describe him as nefarious is to go a bit far. 7.Although her father was the college president, most credit her advancement at the university to erudition; all acknowledge that ignorance does not go far in higher education. Teacher Created Context Sentences How does context help build word meaning?