 Why We Need Common Core Why We Need Common Core VIDEO: WHY WE NEED COMMON CORE

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    18-Dec-2015

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  • Slide 1
  • Why We Need Common Core Why We Need Common Core VIDEO: WHY WE NEED COMMON CORE
  • Slide 2
  • What is the Phase One Priority College & Career Readiness Anchor Standard in English Language Arts, Social Studies, Science and Technical Subjects? What is the Phase One Priority Standard for Mathematical Practice? WHAT IS THE PRIORITY CCR AND MPS?
  • Slide 3
  • Read Closely to determine what the text says explicitly, make logical inferences from it, use evidence from the text when writing and speaking to support conclusions SHARED PRIORITY
  • Slide 4
  • ACT Study Schmeiser, 2006 Unprepared in Reading Prepared in Reading Chance of later success 1% 32% Science 15% 67% Mathematics
  • Slide 5
  • 1.Type of text read in college & work place 2.Students who fail to meet CCR Benchmarks are weak in this type of reading 3.Key type of text for Science and Math WHY IS INFORMATIONAL NON-FICTION IMPORTANT
  • Slide 6
  • Slide 7
  • 1.Uses Evidence and Argument 2.Uses Critical Thinking Skills create understanding of Facts / Knowledge 3.Real world need: Understanding argument is a key skill. WHY IS PERSUASIVE WRITING IMPORTANT?
  • Slide 8
  • To Argue... and Inform... in Writing CCSS Requires Argument / Evidence-based Writing Source: National Assessment Governing Board (2007). Writing framework for the 2011 National Assessment of Educational Progress, pre-publication edition. Iowa City, IA. ACT, Inc. It follows that writing assessments aligned with the Standards should adhere to the distribution of writing purpose across grades outlined by NAEP. Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework
  • Slide 9
  • What are two types of vocabulary we MUST INCREASE SUBSTANTIALLY if our students are to master the Common Core requirements? WHAT KIND OF VOCABULARY IS CRITICAL TO MEET THE COMMON CORE GOALS?
  • Slide 10
  • What are two types of vocabulary we MUST INCREASE SUBSTANTIALLY if our students are to master the Common Core requirements? 1.Academic Vocabulary 2.Domain Specific Vocabulary (Science, Social Studies, Math, Technical) WHAT KIND OF VOCABULARY IS CRITICAL TO MEET THE COMMON CORE GOALS?
  • Slide 11
  • 1.Focus on Academic & Domain Specific Vocabulary (already in progress) 2.Increase student exposure to nonfiction (already in progress) 3.Engage students in close reading activities 4.Shift writing to increased text dependency. PHASE I WHAT CAN WE DO NOW?
  • Slide 12
  • How to do a Close Reading How to do a Close Reading VIDEO: HOW TO DO A CLOSE READING
  • Slide 13
  • What do we mean by close reading within the Common Core standards? In this section, we will experience a Common Core lesson to illustrate the Reality of the Common Core. Has anyone done this lesson before? If so.. I will ask you to help us with insights as we discuss THE GETTYSBURG ADDRESS
  • Slide 14
  • Read the Gettysburg Address to yourself THE GETTYSBURG ADDRESS
  • Slide 15
  • Read the Gettysburg Address to yourself Reread and write a paraphrase (your own words) of the first two paragraphs THE GETTYSBURG ADDRESS
  • Slide 16
  • Read the Gettysburg Address to yourself Reread and write a paraphrase (your own words) of the first two paragraphs With your shoulder buddy, discuss your paraphrases. What is similar between you? What is different? Argue for your paraphrase. THE GETTYSBURG ADDRESS
  • Slide 17
  • Read the Gettysburg Address to yourself Reread and write a paraphrase (your own words) of the first two paragraphs With your shoulder buddy, discuss your paraphrases. What is similar between you? What is different? Argue for your paraphrase. Who will read the Gettysburg Address aloud for us? THE GETTYSBURG ADDRESS
  • Slide 18
  • Looking at the entire text, circle three words you believe are difficult for a below-level reader to comprehend. Discuss the meaning of the word with your shoulder buddy. What have we done in this lesson, so far, to help the student access the new vocabulary? THE GETTYSBURG ADDRESS
  • Slide 19
  • Reread the text and complete the first activity question (#3). What did you find? THE GETTYSBURG ADDRESS
  • Slide 20
  • Reread the text and complete the second activity question (#4). What did you find? THE GETTYSBURG ADDRESS
  • Slide 21
  • Reread the text and complete the third activity question (#5). What did you find? THE GETTYSBURG ADDRESS
  • Slide 22
  • Reread the text and complete the fourth activity question (#6). What did you find? THE GETTYSBURG ADDRESS
  • Slide 23
  • Look at the vocabulary building activity (#7). With a shoulder buddy, complete the first three explorations of the vocabulary word. What did you find? THE GETTYSBURG ADDRESS
  • Slide 24
  • How was this lesson different? Do you have a new understanding of Reading Closely? Prior to this activity, how well did you really understand the REQUIREMENTS of the first CCR? (Read Closely, Infer, Use Evidence from the text in writing to support conclusions..) THE GETTYSBURG ADDRESS
  • Slide 25
  • This lesson was designed for three days (there is a writing element we did not do here). What is the result of TEACHING LESS CONTENT over three days.. but teaching MORE DEEPLY WITHIN THE CONTENT over three days? GO SLOW TO TEACH MORE
  • Slide 26
  • What do you think happens when struggling readers go through a lesson like the Gettysburg Address? Can they read the text? What kind of accommodations did we include here? What might we add? THE GETTYSBURG ADDRESS
  • Slide 27
  • Lets look at what just happened to us. Reflect on the assignment we just completed. What did we do first in our Exemplar Lesson using the Gettysburg Address? MAKE IT A ROUTINE
  • Slide 28
  • After we read it cold, what were the next THREE things we did. Be specific. Write them in a list. THE GETTYSBURG ADDRESS EXEMPLAR
  • Slide 29
  • 1.Read a text cold, without set-up. 2.Re-Read in chunks. 3.Paraphrase in writing. 4.Discuss in own language, aloud, safely. 5.Read aloud for accessibility. 6.Identify hard words. Learn word meanings working with a partner. 7.Re-read several times, using specific prompts which require looking for very specific details using the text.. A CCSS ROUTINE FOR CLOSE READING
  • Slide 30
  • 8.Re-read for specific vocabulary. 9.Compare / Contract vocabulary meanings in writing, and through sharing with a buddy. 10. Write an essay requiring the student to take a persuasive viewpoint and argue their case for the authors (motivation, etc) (We did not do this.. The last step in the lesson) A CCSS ROUTINE FOR CLOSE READING
  • Slide 31
  • You have taken another step toward achieving a DEEPER UNDERSTANDING of the Common Core State Standards CONGRATULATIONS!
  • Slide 32
  • Why We Need Common Core Why We Need Common Core SHOULD WE ALWAYS CHOOSE C?

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