Common core and best practices
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The document discusses best practices for building reading communities in the classroom. It recommends building community among readers, reading aloud frequently, offering choice in reading materials, using authentic literature, and encouraging real responses to reading. Building a strong reading community helps students with comprehension and collaboration skills outlined in the Common Core State Standards. The community can be extended beyond the classroom through online resources. Qualitative measures are important to consider when selecting texts in addition to quantitative analysis.
Common core and best practices
- 1. Making the Match UTCE Teri S. Lesesne @professornana
- 2. What are some of our best practices? Building community Reading aloud Offering choice in reading material Authentic literature Real response
- 3. If you build it, they will come… Building Community Connect with other readers Have models of literacy in the room Make readers more aware of what they do
- 5. Community Leaders
- 6. Extend beyond the classroom
- 7. Nerdy Book Club http://www.nerdybookclub.com
- 8. How does community assist us with CCSS? Comprehension and Collaboration 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. 2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. Presentation of Knowledge and Ideas 4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. 5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
- 9. Read alouds beyond primary grades
- 10. This read aloud brought to you by Mo Willems “Once upon a time there were three dinosaurs: Papa Dinosaur, Mama Dinosaur, and some other Dinosaur who happened to be visiting from Norway.”
- 11. What does the opening sentence tell readers? Setting Plus it addresses this CCSS (anchor standard): Main characters Write narratives to Motif develop real or imagined experiences or events Archetype using effective technique, well-chosen details, And…it’s going to be and well-structured event funny! sequences
- 12. Brought to you by Charles Benoit Opening lines
- 13. You’re surprised at all the blood. He looks at you, eyes wide, mouth dropping Open, his face almost as white as his shirt. He’s surprised, too. There’s not a lot of broken glass, though, just some tiny slivers around his feet and one big piece busted into sharp peaks like a spiking line graph, the blood washing down it like rain on a windshield.
- 14. In two paragraphs, what do we learn? CCSS Anchor Standards for Simile and metaphor Reading: 4. Interpret words and phrases as they are used in a text, including determining Strong verbs technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Use of second person 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) How details contribute relate to each other and the whole. to overall effect 6. Assess how point of view or purpose shapes the content and style of a text.
- 15. Why read aloud? Closes achievement gap since students can generally listen above their reading comprehension level. Offers model of fluency and prosody. Serves to assist with listening and speaking elements of CCSS. Motivates K-12 to read and read more. (research)
- 16. Widening the curriculum to narrow the gap Offering choices Ensuring that choices reflect developmental needs of kids Books as mirrors Books as windows
- 17. Extensive vs. Intensive Extensive Intensive (not to be confused with Central text close reading) Shorter selections to accompany central text Different genres, forms, Focus on one text and formats Dissect it CCSS calls this model framework
- 18. Extensive research Kids read more Kids performed as well on tests at the end of the unit of study Kids’ attitudes toward books and reading was higher Research covers 1940s forward
- 19. Example of a Model Framework Core text
- 20. Add to Core Text Informational Literary Advances in cancer Catcher in the Rye treatment “Death Be not Proud” Cancer in teens (poem) Side effects of cancer Other Printz award treatments winners Self help groups Short story collections Biographies of reclusive authors with YA authors
- 21. How this aligns to CCSS Integration of Knowledge and Ideas 7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 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. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently.
- 22. Real Response Personal/emotive evaluative interpretive critical
- 23. Levels of Response Personal/Emotive What is your gut reaction to the text? Interpretive If you were one of the characters, what would you have done differently? Critical How does the author demonstrate her or his craft? Evaluative What makes this a “good” or “bad” book?
- 24. CCSS Note on range and content of student reading To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Such works offer profound insights into the human condition and serve as models for students’ own thinking and writing. Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references, and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts.
- 25. What qualities are essential? Quantitative Measures Lexile Reading level(s) Qualitative Measures Levels of Meaning Narrative structure Language Conventionality and Clarity Knowledge Demands
- 26. Problems with Quantitative Analysis of Books Reading levels Syllables Sentences Lexile Levels Syllables Sentences Semantics Syntax All of these rate only how students perform on tests
- 27. Higher or Lower?
- 28. Guess Again! 4.8 790 4.0 680
- 29. Higher or Lower?
- 30. Hmmm…. 5.7 920 5.7 960
- 31. Higher or Lower?
- 32. Guess again! 5.7 990 5.9 850
- 33. Higher or Lower
- 34. Guess again! n/a 620 4.1 630
- 35. One More Time
- 36. Huh? 4.2 5.0
- 37. Qualitative Measures Qualitative measures complement quantitative measures: Purpose Language conventionality and clarity Text structures Knowledge demands
- 38. Translation Narrative structure Shifts in time (flashback and foreshadowing) Point of view (multiple narrators, unreliable narrator) Language Figurative devices Irony Parody Knowledge Demands Cultural intertextuality
- 39. Consider the qualitative elements now
- 40. Higher or Lower?
- 41. Higher or Lower?
- 42. Higher or Lower?
- 43. Higher or Lower
- 44. One More Time
- 45. Finally Grade Levels RL Lexiles 2-3 2.7-5.1 420-820 4-5 4.9-7.1 740-1010 6-8 7.0-10.0 925-1185 9-10 9.7-12 1050-1335 11-12 11.0-14.0 1185-1385
- 46. Here are recommendations from lexile.com Grades 2-3 Fiction Alabama Moon Cleopatra’s Moon Under the Baseball Moon NEW MOON Grades 4-5 Humor Jake Reinvented I Want to Grow Hair Hero by Perry Moore
- 47. Here are recommendations from lexile.com Grades 6-8 Graphic Novels Sparky 11 other titles, none familiar Grades 9-10 Mystery Koontz, Poe, Bunting Grades 11-12 Biography Pocohantas, Shakespeare, Joan of Arc, Zane Grey
- 48. Using the resources we have at our fingertips & Not all these formulaic means
- 50. Conventional Wisdom Where do we go to get ideas about what to read? How can we narrow it down from the 7500+ books published annually? How can we determine which books for which kids? How do we then provide proof of rigor?
- 51. Where to get recommendations? Lists Awards lists Newbery Printz State reading lists Bluebonnet Lone Star TAYSHAS Maverick Starred Review lists Teens Top Ten
- 52. But also… BFYA QP Notables Orbis Pictus Sibert YALSA Excellence in Nonfiction Morris Great Graphic Novels for Teens Stonewall
- 53. Starred Reviews SIX STARS Code Name Verity. Elizabeth Wein. Fault in Our Stars, The. John Green. Z Is for Moose. Kelly Bingham, illus. by Paul O. Zelinsky. FIVE STARS Green. Laura Vaccaro Seeger.
- 54. Seeing Stars FOUR STARS Black Hole Is NOT a Hole, A. Carolyn Cinami DeCristofano, illus. by Michael Carroll Grave Mercy. Robin LaFevers THREE STARS Curveball: The Year I Lost My Grip. Jordan Sonnenblick Lions of Little Rock, The. Kristin Levine Wonder. R.J. Palacio
- 55. Qualitative Narrative Structure Simple vs. complex Explicit vs. implicit Chronological vs. non-linear
- 56. Narrative Structure
- 57. Qualitative Language conventionality and clarity Dialect Conversational Rich Vivid
- 58. Language Usage
- 59. Qualitative Knowledge demands Sophisticated themes Experience and perspective (close reading conflict) Context Social milieu
- 60.
- 61. What we want are lifelong readers and learners…
- 62. Because this is not the problem…
- 63. This is…