Common Core Standards A BRIEF OVERVIEW AND TARGETED TEACHER RESOURCES

Transcription

1 Common Core Standards A BRIEF OVERVIEW AND TARGETED TEACHER RESOURCES Comprehension Instructional Sequence (CIS) VALUE, CONSIDERATIONS, PROCESS AND RESOURCES

2

3 The Standards Resources

4 Common Core Standards ELA and Literacy Standards 6 th through 8 th grade 9 th through 12 th grade Math 6 th through 8 th grade 9 th through 12 th grade

5 Common Core Standards Common Core Standards English/Language Arts and Literacy in History/Social Studies, Science and Technical Subjects Common Core Standards Mathematics Common Core Standards English/Language Arts Common Core Standards for Literacy Common Core Standards Mathematical Practice Common Core Standards Mathematical Content 10 READING ANCHOR STANDARDS LITERATURE INFORMATIONAL TEXT 10 WRITING ANCHOR STANDARDS Writing Standards SPEAKING AND LISTENING ANCHOR STANDARDS Speaking and Listening Standards LANGUAGE ANCHOR STANDARDS Text Complexity TEXT COMPLEXITY 10 READING ANCHOR STANDARDS LITERACY H/SS LITERACY SC, TS 10 WRITING ANCHOR STANDARDS History/ Social Studies 6-12 Science and Technical Subjects 6-12 PROCESS STANDARDS Problem-solving Reasoning Proof Communication Representation Connections STRANDS OF PROFICIENCY Adaptive Reasoning Strategic Confidence Conceptual Understanding Procedural Fluency Productive Disposition PROCESS STANDARDS By Gravel Level K-8 High School Language Standards 6-12

6 Comprehension Instructional Sequence (CIS) VALUE

7 Have you ever seen this?

8 Student Engagement Reading Comprehension Student Achievement

9 Comprehension Instructional Sequence (CIS) STUDENT ENGAGEMENT A national sample of students (ages 9, 13 and 17) revealed that more engaged readers showed higher achievement than the less engaged readers. (Campbell, Voelkl, & Donahue, 1997, online document)

10 What about a student s age Engaged 13-year-olds achieved higher levels than less engaged 17-year-olds.

11 What about a student s socio-economic status Engaged readers from low-income/education families achieved higher levels than less engaged readers from high income/education families.

12

13 Comprehension Instructional Sequence Timeline Topic Question and Strategic Use of Afferent Discussion Grasp the students interest Vocabulary Instruction: Morphemic analysis Contextual analysis Both Text-Marking during Reading #1: use a coding system that engages students in critical thinking Follow-up Text- Based Discussion (Efferent discussion) Directed Note- Taking during Reading #2: students identify relevant & significant text information Follow-up Text-Based Discussion (Efferent) Model Question Generation one of the most potent strategies Student Question Generation during Reading #3 All students generate relevant questions on post-it notes to place on poster Text-Based Discussion on Essential Question (Efferent Discussion) Final Written Response to the Reading of the Text Students compare their final written response to their previous written responses to see their growth in thinking across time. STEP ONE STEP TWO STEP THREE Predictive Writing Before reading the article, or having text based discussion with their classmates, the students write briefly; this writing reveals the level of prior knowledge students regarding the topic. When they share their writing with each other, background knowledge for the topic will be developed. Written Response to Reading Students use what they have learned from their first and second textreading, text-based discussions, & note-taking to write a response to the question: Students use text information to justify claims/positions in their response Whole Group Categorizing of Questions Engage in Collaborative Inquiry to: search/locate answers to multiple significant questions generated by students evaluate source/text information: identify bias determine credibility & validity corroboration across sources post answers on Question/Answer Concept Board ongoing process over time Ongoing Collaborative Inquiry Ongoing Question & Answer Concept Board 24

14 Comprehension Instructional Sequence (CIS) Why use the CIS? Increase student engagement/achievement by increasing comprehension Comprehending literature is different than comprehending text in your content area Experience is the best teacher! Life is a journey, not a destination. The student taking the journey (grappling with the text) is key to reading comprehension.

15 Comprehension Instructional Sequence (CIS) KEY CONSIDERATIONS Repeated Use of Text Reading, Writing and Discussion Close reading for understanding Coding - key terms, difficult terms, categories Citing evidence (Writing) Summarizing (Writing)

16 Comprehension Instructional Sequence (CIS) KEY CONSIDERATIONS Individual, Small Group and Whole-Class activities Individual Small Group Whole Class As little as 5-6 minutes Student-Centered - Students grapple with the text

17 Comprehension Instructional Sequence (CIS) KEY CONSIDERATIONS Can t use all of it all the time Use all of it sometimes Use some of it some of the time Can adapt to suit your needs Great for unit or lesson introductions

18 Comprehension Instructional Sequence (CIS) PROCESS AND RESOURCES

19

20 Text Complexity The Common Core places a strong emphasis on the role of text complexity in evaluating student readiness for college and careers. Anchor Standard: R.CCR.10 Read and comprehend complex literary and informational texts independently and proficiently.

21 Text Complexity Text complexity is defined by: Qualitative measures levels of meaning, structure, language conventionality and clarity, and knowledge demands often best measured by an attentive human reader. Quantitative measures readability and other scores of text complexity often best measured by computer software. Reader and Task considerations background knowledge of reader, motivation, interests, and complexity generated by tasks assigned often best made by educators employing their professional judgment. Point out the handout, Selecting Appropriate Text. 32

22 Multiple Texts The common core emphasize multiple texts. need for combinations of texts that can be used together emphasis on text synthesis how to combine the information from multiple sources into one s own text or presentation greater emphasis on comparative evaluation and analysis Point out the handout, Reader and Tasks 10 Guiding Principles. 33

23 College and Career Readiness (10) Anchor Standards English Language Arts Reading - Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing - Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Speaking and Listening - Anchor Standard 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. Language - Anchor Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

24 Comprehension Instructional Sequence Timeline Topic Question and Strategic Use of Afferent Discussion Grasp the students interest Vocabulary Instruction: Morphemic analysis Contextual analysis Both Text-Marking during Reading #1: use a coding system that engages students in critical thinking Follow-up Text- Based Discussion (Efferent discussion) Directed Note- Taking during Reading #2: students identify relevant & significant text information Follow-up Text-Based Discussion (Efferent) Model Question Generation one of the most potent strategies Student Question Generation during Reading #3 All students generate relevant questions on post-it notes to place on poster Text-Based Discussion on Essential Question (Efferent Discussion) Final Written Response to the Reading of the Text Students compare their final written response to their previous written responses to see their growth in thinking across time. STEP ONE STEP TWO STEP THREE Predictive Writing Before reading the article, or having text based discussion with their classmates, the students write briefly; this writing reveals the level of prior knowledge students regarding the topic. When they share their writing with each other, background knowledge for the topic will be developed. Written Response to Reading Students use what they have learned from their first and second textreading, text-based discussions, & note-taking to write a response to the question: Students use text information to justify claims/positions in their response Whole Group Categorizing of Questions Engage in Collaborative Inquiry to: search/locate answers to multiple significant questions generated by students evaluate source/text information: identify bias determine credibility & validity corroboration across sources post answers on Question/Answer Concept Board ongoing process over time Ongoing Collaborative Inquiry Ongoing Question & Answer Concept Board 35

25 The CIS 1. Topic Question and Discussion Text / Title of Article: Food Addiction Works Like Drug Addiction In The Brain Topic (Hook) Question and Discussion: What qualifies as an addiction? Point out the handouts, Developing Hook Questions, Guiding Principles for Planning: Hook Questions and Questioning During Discussion.

26 The CIS 2. Predictive Writing Topic Question (Individual Writing Task): Predict which environmental factors affect personal health? Individual Small Group Whole Class 5-6 minutes Use the handout, Essential Question Shaping Your Written Response.

27 The CIS 3. Vocabulary Instruction Teacher introduces one or more key vocabulary terms to students and reviews the meaning in context. Vocabulary (word wall): sustainable (paragraph 3) sustain to uphold able the ability to Meaning in context - the ability to uphold weight loss See Display Materials Section of the handout, CIS Module Overview Health Education Example.

28 The CIS 3. Vocabulary Instruction (cont.) Vocabulary (word wall): anterior cingulate cortex medial orbitofrontal cortex (paragraph 6) read the phrase containing these terms triggered brain activity in the anterior cingulate cortex and medial orbitofrontal cortex brain areas that have been implicated in an addicts urge to use drugs. Meaning in context sections of the brain

29 The CIS 4. Text-Marking During Reading #1 Teacher reads aloud (models) first few paragraphs of article while students listen, follow along and mark/code their text. Students finish. Text-Marking: Increases student-engagement and critical thinking; establishes a purpose for reading the text. H information presented as scientific hypothesis FI information presented as scientific finding FA information presented as scientific fact Individual Small Group Whole Class 5-6 minutes Point out the handout, Developing Codes for Text-Marking.

30 The CIS 5. Directed Note-Taking During Reading #2 Students, individually or in small group, read the text again and take directed notes. Use the handout, Directed Note-Taking. Guiding Question for Note-Taking: According to the article, which factors impact health choices? Notes: Paragraph # Notes Categories Visual Cues, Food Selection, Brain Function or Personal Response Small Group Discussion/ comparison of notes

31 The CIS 6. Written Response to Reading Students revisit the Essential Question and individually write the first draft of their written response. Guiding Question: According to the text and your directed note-taking discussion, which factors impact health choices? Using the handout, Essential Question Shaping Your Written Response.

32 The CIS 7. Model Question Generation Teacher models generation of a complex question based on text. Model Questions (from the first 2 paragraphs): Do olfactory (smelling) cues have the same effect? How many other known visual cues are believed to have a similar effect on brain function? Students copy the model questions. Use the Question Generation portion (page 2) of the Directed Note-Taking handout.

33 The CIS 8. Student Question Generation During Reading #3 Students review the text and their notes in small groups to generate and record their own questions. Teaching Strategy: Teacher roams the room listening to the quality of discussion/questions as a means of formative assessment. Use the Question Generation portion (page 2) of the Directed Note-Taking handout.

34 The CIS 9. Whole Group Categorizing of Questions and Collaborative Inquiry Students share their questions with the class. The questions are posted, discussed and categorized for future use in: extended discussion seeking answers in further text reading collaborative inquiry/research Teaching Strategy: Use flip charts, post-it notes, graphic organizer, and/or physical grouping for reporting and categorizing questions.

35 The CIS 10. Text-Based Discussion on Essential Question Teacher posts a text-based essential question aligned to standardized assessment. Students discuss in small groups. Essential Question Final Written Response: According to the text and further discussion, in your opinion, which environmental factor most strongly affects personal health? Use the handout, Essential Question Shaping Your Written Response.

36 The CIS 11. Final Written Response to Reading of Text Students write final written response. Essential Question Final Written Response: According to the text and further discussion, in your opinion, which environmental factor most strongly affects personal health? Use the handout, Essential Question Shaping Your Written Response.

37 The Common Core State Standards are asking students to read like a detective and write like an investigative reporter.

38 College and Career Readiness (10) Anchor Standards English Language Arts Reading - Anchor Standard 1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. Writing - Anchor Standard 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Speaking and Listening - Anchor Standard 1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. Language - Anchor Standard 1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

39 Follow-Up Please contact me if I can further assist you with the CCS and/or the CIS. I would like to schedule a time to come see you teach a lesson utilizing the CIS.

40 Finally He s Done!