Meeting the Most Challenging Common Core Standards
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2 Meeting the Most Challenging Common Core Standards Maureen McLaughlin Brenda J. Overturf Moderator: Adam Berkin, Vice President of Product Development, Curriculum Associates
3 The Most Challenging Standards (as determined by i-ready ) Standard 2: Determining central ideas or themes and summarizing details Standard 5: Analyzing text structure Standard 7: Integrating and evaluating content in diverse media and formats Standard 9: Analyzing similar topics and themes across texts
4 Today s focus is on one Reading standard at a time but multiple standards are always integrated in our lessons.
5 CCR Reading Standard 2 Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
6 Reading Standard 2 for Literature Grade 1: Retell stories, including key details, and demonstrate understanding of their central message or lesson. Grade 7: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text.
7 Reading Standard 2 for Informational Text Grade K: With prompting and support, identify the main topic and retell key details of a text. Grade 5: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
8 Determining a Central Idea or Theme Main topic is usually mentioned most often Central idea is what the text is about Author s message Theme is often a value judgment about aspects of life Clues can be title, character s feelings, or what the characters learn Conflict
9 Summarizing Text Summarize: Restate text in own words, using as few words as possible. Leave out non-essential information. Literary Text Retell/recount Beginning, middle, end (story grammar) Informational Text State the main points Who, what, when, where, why, how
10 Determining Theme 1. Who is the main character? 2. What do we know about the main character? 3. What problem does the main character face? 4. How does the main character change as he/she faces the problem? THAT S THE THEME! Drama Art Graphic organizers Summarize by following the organizer McLaughlin & Overturf, 2013b
11 Determining Main Topic or Idea One-Word Summaries Word Clouds Get the Gist Tagxedo.com
12 CCR Reading Standard 5 Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
13 Analyze: To examine the structure of information in detail, particularly for the purpose of explanation To demonstrate an ability to see patterns and classify information into component parts
14 In the CCSS Reading Standards Students are expected to analyze: how and why people and ideas develop and interact how texts are structured how two or more texts address similar themes or topics.
15 CCSS Reading for Informational Text Standards such as 3, 5, and 9 address student expectations to analyze text. In Standard 7, analyzing also means determining the strengths of each medium in representing the topic.
16 When analyzing text Generate and Respond to Questions Use Knowledge of Text Structures (Narrative, Informational)
17 Question Types Memory Questions SIGNAL WORDS: Who, what, where, when? COGNITIVE OPERATIONS: Naming, defining, identifying, designating Convergent Thinking Questions SIGNAL WORDS: Why, how, in what ways? COGNITIVE OPERATIONS: Explaining, stating relationships, comparing and contrasting Divergent Thinking Questions SIGNAL WORDS: Imagine, suppose, predict, if/then COGNITIVE OPERATIONS: Predicting, hypothesizing, inferring, reconstructing Evaluative Thinking Questions SIGNAL WORDS: Defend, judge, justify/ What do you think? COGNITIVE OPERATIONS: Valuing, judging, defending, justifying
18 Informational Text Patterns Examples: Problem/Solution Cause/Effect Comparison/Contrast Chronology/Series of Events
19 Informational Text Structure Problem/Solution Topic: Problem Page Solution McLaughlin & Overturf, 2013b
20 Informational Text Structure Cause and Effect Cause Topic: Effect Why did it happen? What happened? Page McLaughlin & Overturf, 2013b
21 CCR Reading Standard 7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
22 Examples of Specific CCSS Student Tasks Literature Grade 4: Drawing on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. Grade 5: Analyzing how visual and multimedia elements contribute to the meaning, tone, or beauty of a text (e.g., graphic novel, multimedia presentation of fiction, folktale, myth, poem). Informational Text Grade 7: Compare and contrast a text to an audio, video, or multimedia version of the text, analyzing each medium s portrayal of the subject (e.g., how the delivery of a speech affects the impact of the words). Grade 8: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.
23 Diverse Media Diverse media (print, audio, photos, illustrations, film, graphic novels, the use of color and design) are highly engaging for 21 st century learners. Listening to Martin Luther King Jr. s I Have a Dream speech in addition to reading it is a great example of using multimodal text.
24 Examples of Diverse Format Text Across Grade Levels The Very Hungry Caterpillar- DVD Brown Bear and Friends - CD The Magic School Bus - DVD Stopping by Woods on A Snowy Evening - spoken word Hamlet film; Hamlet- graphic novel; Hamlet- BBC Radio
25 Audio-Print-Film Organizer McLaughlin & Overturf, 2013b
26 Multimodal Text When we use multimodal text, we broaden the spectrum of student learning and provide opportunities to interact with elements such as images, sounds, representations, expressions, and inspirations students may not otherwise encounter in learning. We can locate multimodal text on our own or by using sites such as NetTrekker which connects users to educator-approved sites that are organized by subject area and readability levels.
27 Student Responses Our students can create multimodal responses: Generating digital images Writing and illustrating Designing self-authored digital texts Creating comics Collaborating to create music (Lyric Summaries) Engaging in dramatizations Producing podcasts
28 Transmediation Planner McLaughlin & Overturf, 2013b Original Source New Medium Title: Author: Medium: Planning Idea 1 Planning Idea 2 Planning Idea 3
29 Examples of Published Transmediations Life Doesn t Frighten Me at All Maya Angelou and Jean-Michel Basquiat New York State of Mind Billy Joel and Izak Zenou
30 CCR Reading Standard 9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
31 Common Core Reading Standard 9 for Literature Grade 3: Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series). Grade 6: Compare and contrast texts in different forms or genres (e.g., stories and poems; historical novels and fantasy stories) in terms of their approaches to similar themes and topics.
32 Common Core Reading Standard 9 for Informational Text Grade 2: Compare and contrast the most important points presented by two texts on the same topic. Grade 8: Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation.
33 Compare and Contrast Text comes in many forms: print, film, digital, blog, podcast, magazine article, and so on. Comparing and contrasting begins in kindergarten (and before). Identifying similarities and differences is one of the most effective strategies to raise student achievement (Marzano, Pickering, & Pollock, 2001). Assessment consortia require students to compare and contrast different types of text.
34 Strategies for Reading Standard 9 Text sets Comparative essays (ReadWriteThink.org) Research project Debate Graphic organizers (Venn Diagram) QuIP Strategy
35 QuIP Strategy (Questions into Paragraphs) Answers Source 1 Source 2 Questions a. Summary b. c. Adapted from McLaughlin, E. M. (1987). QuIP: A writing strategy to improve comprehension of expository structure. The Reading Teacher, 40(7),
36 In Teacher s Hands The Standards do not mandate such things as a particular writing process or the full range of metacognitive strategies that students may need to monitor and direct their thinking and learning. Teachers are thus free to provide students with whatever tools and knowledge their professional judgment and experience identify as most helpful for meeting the goals set out in the Standards.
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38 THANK YOU! and Q&A To learn more about the most challenging Common Core standards in Reading, please visit: ReadyCommonCore.com/ MostChallengingReadingStandards Ready Common Core
39 Selected References Ciardiello, A. V. (1998). "Did you ask a good question today? Alternative cognitive and metacognitive strategies." Journal of Adolescent & Adult Literacy. 42, McLaughlin, E. M. (1987). QuIP: A writing strategy to improve comprehension of expository structure. The Reading Teacher, 40(7), McLaughlin, M. (2012). Reading comprehension: What every teacher needs to know. The Reading Teacher, 65(7), McLaughlin, M. (2015). Content area reading: Teaching and learning in an age of college ad career readiness (2 nd ed.). Boston. MA: Pearson.
40 Selected References McLaughlin, M., & Allen, M.B. (2009). Guided Comprehension grades 3-8 (2 nd. Ed.) Newark, DE: International Reading Association. McLaughlin, M., & Overturf, B. (2013a). The Common Core: Teaching K - 5 students to meet the Standards. Newark, DE: International Reading Association. McLaughlin, M., & Overturf, B.J. (2013b). The Common Core: Graphic organizers for teaching grade K 12 students to meet the Reading Standards. Newark, DE: International Reading Association. McLaughlin, M., & Overturf, B. (2013c). The Common Core: Teaching students in grades 6-12 to meet the Standards. Newark, DE: International Reading Association.
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