Addressing Common Core Standards Using

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Agenda 1. Introduction – Class Goals 2. Common Core, Text Complexity & Learning Goals 3. Overview of BrainPOP 4. Creating Learning Activities 5. Independent exploration and work time 6. Sharing

Learning Goal and Scale #1 Teacher will be able to successfully access and navigate the BrainPOP site and utilize the tools and features in this resource to create meaningful learning opportunities for students based on appropriately complex texts. Learning Scale 4 Teacher can teach a colleague how to successfully access and navigate the BrainPOP site and utilize the tools and features in this resource to create meaningful learning opportunities for students based on appropriately complex texts. 3 Teacher can independently use the BrainPOP site and utilize the tools and features in this resource to create meaningful learning opportunities for students based on appropriately complex texts. 2 With support, teacher can use some of the tools and features in the BrainPOP site introduced in class to create some learning opportunities for students based on appropriately complex texts 1 Even with support, teacher has difficulty using any of the tools introduced in class.

Learning Goal and Scale #2 Teacher can create and guide students through a performance task that integrates an ELA common core standard and content standards using a variety of complex texts from the BrainPOP site. Learning Scale 4 Teacher can support a colleague in the development of a performance task that integrates an ELA common core standard and a content area standard using a variety of complex text from the BrainPOP site. 3 Teacher can independently create a performance task that integrates an ELA common core standard and a content area standard using a variety of complex text from the BrainPOP site. 2 With support, teacher can create a performance task that integrates an ELA common core standard and a content area standard using text and resources from the BrainPOP site. 1 Even with support, teacher has difficulty creating a performance task that integrates an ELA common core standard and a content area standard using BrainPOP site.

6 Shifts in ELA Literacy Shift 1: Increase Reading of Informational Text Classrooms are places where students access the world – science, social studies, the arts and literature – through informational and literary text. In elementary, 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%. Increasing the amount of informational text students read K-12 will prepare them to read college and career-ready texts. http://usny.nysed.gov/rttt/resources/bringing-the-common-core-to-life.html

6 Shifts in ELA Literacy Shift 2: Literacy Instruction in all Content Areas Content-area teachers emphasize reading and writing in their planning and instruction for teaching the content. Students learn through reading domain-specific texts in history/social studies, science, and technical subjects and by writing informative/explanatory and argumentative pieces.

6 Shifts in ELA Literacy Shift 3: Text Complexity In order to prepare students for the complexity of college and career-ready texts, each grade level requires growth in text complexity. Students read the central, grade-appropriate text around which instruction is centered. Teachers create more time in the curriculum for close and careful reading and provide appropriate and necessary supports to make the central text accessible to students reading below grade level.

Text Complexity

Lexile Level

Scaffolding Techniques Pre-teach vocabulary Teach comprehension strategies Build background knowledge Chunk assignments Pair text – low lexile, then higher lexile Use a variety of cooperative groupings (Jigsaw, Reciprocal Teaching, etc.) Use Thinking Maps or graphic organizers Use note taking strategies (Cornell notes, etc.) Use other support tools (RWG)

6 Shifts in ELA Literacy Shift 4: Text-based Answers Students have rich and rigorous conversations which are dependent on students reading a central text. Teachers ensure classroom experiences stay deeply connected to the text and that students develop habits for making evidentiary arguments based on the text, both in conversation as well as in writing, to assess their comprehension of a text. .

6 Shifts in ELA Literacy Shift 5: Increase Writing from Sources Writing instruction emphasizes use of evidence to inform or to make an argument; it includes short, focused research projects K-12. Students K-12 develop college and career-ready skills through written arguments that respond to the ideas, events, facts, and arguments presented in the texts they listen to and read.

6 Shifts in ELA Literacy Shift 6: Academic Vocabulary Students constantly build the vocabulary they need to be able to access grade-level complex texts. By focusing strategically on comprehension of pivotal and commonly found words (such as “discourse,” “generation,” “theory,” and “principled”) teachers constantly build students’ ability to access more complex texts across the content areas.

6 Shifts in ELA Literacy “The standards require you to read like a detective and write like a reporter” David Coleman (part 4) http://usny.nysed.gov/rttt/resources/bringing-the-common-core-to-life.html