Computing the CCSS Way

http://literacyteacher.pbworks.com/w/page/55467610/Summer%20Institute%202012

2

Content Shift

DescriptionSupporting Documents

Regular practice with complex text and its academic vocabulary (Reading Foundations)

• Using more complex text throughout K-12 is important for meeting requirements of college and career readiness.

• CCSS recommend using a process for determining text complexity.

• Systematic and explicit instruction in reading foundational skills in grades K-5 is necessary for later success with complex text, but focus is still on consolidating those skills into comprehension of what is being read.

• Focus on Tier II words (academic vocabulary) and making sure there is systematic and varied instruction of those words throughout K-12.

Reading Standard 10Appendix A (pages 2-17)Appendix BPublishers’ Criteria

Content Shifts in ELA/Literacy

StandardsO Review the ELA standards for your

grade level. O Which standards focus on

vocabulary?O Site:

http://www.doe.state.la.us/topics/gle.html

Tier I WordsO Basic, everyday words that students

learn on their own.O HappyO TalkO Funny

Beck & McKeown, 1985

Tier II WordsO Are common enough that most mature

readers are familiar with them. They can be found across various contexts and topics. Understanding the meaning of these words promotes everyday reading and listening comprehension.

O Instructional focus should be on Tier II words because they are the words that can add most to students’ language knowledge. O AvoidO CompromiseO Fortunate

Beck & McKeown, 1985

Tier III WordsO These kinds of words are

encountered infrequently, so it is usually not recommended to devote a lot of time to teaching these words. Academic vocabulary are often Tier 3 words, teach these as needed in content area.O IsotopeO TundraO Weathering

Beck & McKeown, 1985

Criteria for Identifying Tier II Words

O Importance and utility: Words that are characteristic of mature language users and appear frequently across a variety of domains.

O Instructions potential: Words that can be worked with in a variety of ways so that students can build rich representations of them and of their connections to other words and concepts.

O Conceptual understanding: Words for which students understand the general concept but provide precision and specificity in describing the concept.

Blachowicz

Instructional RoutineO Step 1: Introduce the Word

O Write and say the wordO Have students repeat it

O Step 2: ExplainO Use student friendly explanationO Show picture/demonstrate

O Step 3: Illustrate the Word with ExamplesO Concrete examplesO Visual representationsO Verbal examples

O Step 4: Check Student Understanding (use one of the options)O Ask deep processing questionsO Provide examples and non-examplesO Have students generate their own examplesO Provide students with a sentence starter and have students

complete the sentence

Beck, McKeown, & Kucan, 2002

ActivitySort the words into Tier I, II

or III

appropriate timid continent

ship thicket scurry

bright appropriate reluctant

exhausted angry glider

convince little marsh

FeedbackSort the words into Tier I, II

or III

Appropriate - 2 Timid - 2 Continent - 3

Ship - 1 Thicket - 3 Scurry - 2

Bright - 1 Appropriate - 2 Reluctant - 2

Exhausted - 2 Angry - 1 Glider - 3

Convince - 2 Little - 1 Marsh - 3

Technology Integration Activity

O Create study cards for Tier II words.

JigsawO Each person in your group will choose a

different vocabulary website to review for 10 minutes.

O ShareO Effective and Ineffective Vocabulary

InstructionO Vocabulary Practice Activities

O Create an anchor chartEffective Vocabulary

InstructionIneffective Vocabulary Instruction

Jigsaw SitesO http://

www.calstat.org/publications/pdfs/Fill_Your_Vocabulary_Playbook.pdf

O http://www.californiareads.org/2010pdi/Williams_Effective-Vocabulary-Instruction%20.pdf

O http://www.dpi.state.nd.us/title1/08fallconfhandouts/vocab.pdf

O http://oregonreadingfirst.uoregon.edu/downloads/instruction/big_five/dynamic_vocab_aa.pdf

O http://www.coe.usu.edu/ecc/images/pdf/presentations/vocabularyinstruction.pdf

Break

Read Write GoldO Install Read Write GoldO Site: O Introduction to Read Write GoldO Vocabulary Map

Technology Integration Activity

O Create a vocabulary map for a Tier II word.

18

Content Shift

Description

Supporting

Documents

Building knowledge through content-rich nonfiction and informational texts

• 50/50 balance between literary and informational texts in the ELA classroom

• Informational texts should cross content areas.

• Design units around a wide range topics that build knowledge about different concepts and ideas about the world

• Building knowledge in K-5 is essential for students’ abilities to understand complex texts in middle and high school (Should not have to rely on teacher telling them what they need to know.)

• Need to teach students how to read informational texts (using scaffolding) to help them understand more challenging texts without replacing those texts for easier ones or the teacher telling them what they should know

Page 33 of the CCSSPublishers’ Criteria

Content Shifts in ELA/Literacy

19

Content Shift

Description

Supporting

Documents

Reading and writing grounded in evidence from text

• Focus on writing in response to text at all grade levels

• Must develop the habit early on (even in kindergarten) to prepare students to be able to use evidence and respond to text easily in grades 3+

• There is a focus on research, locating, gathering, and using evidence from valid and reliable sources

• Focus on integration of strands, not isolation

Writing Standard 9Reading Standard 1Appendix APublishers’ Criteria

Content Shifts in ELA/Literacy

Read Write GoldO Highlighter Tool for organizing and

categorizing notes from Internet.

Technology Integration Activity

O Use the notes you collected from Read Write Gold to create a Biography Diorama

Put it all TogetherO Design a lesson using one of the

templates we shared today or try one of the other templates provided.

O Share with your grade level how you will use the template to enhance vocabulary instruction, non-fiction text, or research in your classroom.

towerpyramid mini book

stretch book fan book