Kellogg School & The Common Core Initiative. What do we know? Julie Pienta: Early Adopter School, Project Readi Eileen Scanlan: Self- initiated PD, Gretchen.

Kellogg School&

The Common Core Initiative

What do we know?

Julie Pienta: Early Adopter School, Project Readi

Eileen Scanlan: Self-initiated PD, Gretchen Courtney

Kellogg Teachers: General introductions 2011-2012 SY by Rock Island Network; ILT Members attended Summer 2012 PD

In Progress…•Continue to learn!•Unit Planning•New 6th – 8th ELA Series•GO! Math•Lead 21•Balancing ISAT for 2 more years with CCSS instruction•Prepare for CPS initiative with CCSS Math in 2013•Close Reading practice•Text-Dependent Questions•Novels

In Progress…•Continue to learn!•Unit Planning•New 6th – 8th ELA Series•GO! Math•Lead 21•Balancing ISAT for 2 more years with CCSS instruction•Prepare for CPS initiative with CCSS Math in 2013•Close Reading practice•Text-Dependent Questions•Novels

Objectives

By the end of this presentation…•You should feel confident in talking with your child and their teacher(s) about the CC initiative in ELA•Possess knowledge, tools, and resources to best support this process in your home and in school

1. Building knowledge through content-rich nonfiction

2. Reading, writing, and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

ELA/Literacy: 3 shiftsThe What

What Can Parents Do?Shift One: Building knowledge through content-rich nonfiction 1.Supply and read more non fiction text at home. Have fun with it!

1.Look for books and/or opportunities to engage in text that explains. (Newspaper and magazine articles, directions for putting things together, controversial subjects in the world)

2.Discuss the authors’ purposes for their writing and possible biases

Shift Two: Reading, writing, and speaking grounded in evidence from text, both literary and informational

1.Talk about all types of text!

2.Demand EVIDENCE in everyday discussions/disagreements/debates

2.Read text together and provide questions that require evidence – PROVE IT

2.Teach healthy debate – allow disagreements

What Can Parents Do?

Shift Three: Regular practice with complex text and its academic language1.Read multiple books about the same topic 2.Use academic and higher level language when speaking3.Close Reading of all types of text 4.Talk, listen, sing, make rhymes, and silly word games!

What Can Parents Do?

“Read like a detective, write like a reporter.”

Implementation

• Close Reading

• Text Dependent Questions

• Evidence!• Nonfiction!• Collaboration and

Student “Talk”

Reading a text multiple times for different purposes

Text-dependent questions will point students toward parts of the text most important to pay attention to

Prove it! Quote!

New series, content areas

small groups working together, pair/shares, whole class discussions

Simply assigning hard books will not ensure that studentslearn at high levels!

Simply assigning hard books will not ensure that studentslearn at high levels!

Common Core State Standards vs. Old IL Learning Standards

Common Core State Standards Old IL Learning Standards

Reading for Information Standard 1: 6th Grade

Goal 1 –Reading: Middle School

RI.6.1: Determine a theme or central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments

1.C.3d Summarize and make generalizations from content and relate them to the purpose of the material.

www.CommonCoreIL.org

A Close Reading of “Salvador, Late or Early”

(Cisneros, Woman Hollering Creek and Other Stories, 1991)

Model of Close ReadingModel of Close Reading1. Read the text

2. What are Salvador’s strengths and needs? Discuss whole group3. I will read to you. Think about the author’s use of color.

4. Read it again. Why does our author use school words and associate them with pain? Discuss in your group

Salvador translates to savior. Where in the text is that supported?

5. What happens when I change the name SALVADOR to HEATHER?

He starts out as a caterpillar and by the end he flutters in the air before disappearing like a memory of kites

What changed? Childhood, class, poverty, gender, social aspects,

Ideas/Reflections• A lot of this learning is dependent upon conversations with

someone• This piece of text is an 8th grade exemplar. • This text is now a two day teaching….it used to be 1/3rd of a day.• The order in which you ask the questions leads to a better and

deeper understanding of the text. The order in which you ask the questions matters for ones understanding of a text.

• Not every group discussion needs to be shared out whole class • An Extended Response prompt could be, “How does Salvador feel

inside?” • If students can defend their opinion with evidence from the text,

it doesn’t matter what feeling they believe Salvador has inside

General Understandings in Kindergarten

Retell the story in order using the words beginning, middle, and end.

Key Details in Kindergarten

• How long did it take to go from a hatched egg to a butterfly?

• What is one food that gave him a stomachache? What is one food that did not him a stomachache?

It took more than 3 weeks. He ate for one week, and then “he stayed inside [his cocoon] for more than two weeks.”

• Chocolate cake• Ice cream• Pickle• Swiss cheese• Salami• Lollipop• Cherry pie• Sausage• Cupcake• watermelon

Foods that did not give him a stomachache

• Apples• Pears• Plums• Strawberries• Oranges• Green leaf

Foods that gave him a stomachache

Vocabulary in Kindergarten

How does the author help us to understand what cocoon means?

There is an illustration of the cocoon, and a sentence that reads, “He built a small house, called a cocoon, around himself.”

• Genre: Entertain? Explain? Inform? Persuade?

• Point of view: First-person, third-person limited, omniscient, unreliable narrator

• Critical Literacy: Whose story is not represented?

Author’s Purpose

Author’s Purpose in Kindergarten

Who tells the story—the narrator or the caterpillar?

A narrator tells the story, because he uses the words he and his. If it was the caterpillar, he would say I and my.

Inferences in Kindergarten

The title of the book is The Very Hungry Caterpillar. How do we know he is hungry?

The caterpillar ate food every day “but he was still hungry.” On Saturday he ate so much food he got a stomachache! Then he was “a big, fat caterpillar” so he could build a cocoon and turn into a butterfly.

Opinions, Arguments, and Intertextual Connections

• Author’s opinion and reasoning (K-5)• Claims• Evidence• Counterclaims• Ethos, Pathos, Logos• Rhetoric

Links to other texts throughout the grades

Opinions and Intertextual Connections in KindergartenNarrative

Is this a happy story or a sad one? How do you

know?

InformationalHow are these two books

similar? How are they different?

What is a Close Reading?

• Close reading is meant to be completed using short texts at grade level

• Close reading is meant to be completed over several repeated readings over several teaching periods

• Close reading is meant to be a collaborative process amongst peers and facilitated by an educator

Use a short passage.“Read with a pencil.”

Note what’s confusing.

Pay attention to patterns.

Give students the chance to struggle a bit.

Creating a Close ReadingCreating a Close Reading