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Common Core Pathways

Common Core Pathways. Deep Reading Deep Writing Deep Discussion. WHAT IS DEEP READING?. Close reading (annotation) Inferencing Summarizing Questioning Synthesizing Evaluating arguments and points of view Citing evidence of thinking Reading for meaning Reading for learning.

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Common Core Pathways

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  1. Common Core Pathways Deep Reading Deep Writing Deep Discussion

  2. WHAT IS DEEP READING? Close reading (annotation) Inferencing Summarizing Questioning Synthesizing Evaluating arguments and points of view Citing evidence of thinking Reading for meaning Reading for learning

  3. WHAT IS DEEP WRITING? Writing to learn Learning to write Writing to convey and clarify thought Process writing Real world writing (audience, purpose, task) Writing from Sources

  4. WHAT IS DEEP DISCUSSION? Talking about the meaning of text Evaluating the text with evidence Understanding what others are saying before responding in discussion Questioning the text Using evidence from text...

  5. Common Core is also the "how" It is about instruction... By teaching standards, we are teaching students the reading, writing, and thinking processes to meet those standards...not the standards themselves.....

  6. What the standards contain: Do • Close attentive Reading • Cite specific evidence • Critical reading • Reading independently and closely Do Not • Text to Self Connections • Prior Knowledge • Relate to one's own life • Explore personal responses • Subjectivity without evidence

  7. Anchor Standards Reading What is Close Reading? Access to high quality complex text (requires multiple readings) Individual and collaborative reading Text Based questions and discussions Writing about the text Ladder ( abbreviated) Analyze two or more texts that address similar topics or themes Delineate and evaluate and arguments in texts, validity of reasoning Integrate and evaluate content presented in multiple forms Assess Point of View and Purpose 10. Read and Comprehend grade level complex texts 1. Cite specific textual evidence of ideas (inferred explicit) Analyze structure of texts and how it relates to whole Interpret words and phrases that shape meaning and tone Standard 1 and 10 serve as pillars to reading Standards 2 and 3 serve as foundation Standards 4, 5, 6, 7,8 and 9 spiral throughout text Analyze how individuals,events develop and interact Determine central ideas and development (summarize)

  8. LANGUAGE AND SPEAKING AND LISTENING Embedded within the Reading and Writing Domains • Grammar • Vocabulary • Collaboration • Communication • Presentation

  9. Pathways The standards are clearer, the pathways are not.... We determine the pathways of the standards through high quality instruction of • Deep Reading • Deep Writing • Deep Discussion

  10. Let's Try it with a piece of Informational Text Shoot out by Guy Martin Standard One: Cite evidence of what the text is saying... Read Paragraph One: Stay focused on what the text actually says. • Stay focused on text not opinion • Identify areas of what the text is saying. • Write these down in your triads....

  11. Standard 2: Determine Key Ideas and Themes Read the next three paragraphs: What is the article starting to be about? What evidence in the text emerges and develops as you read. (use information from the text) Again, stay within the text and avoid personal opinion

  12. Step 3: Analyze how Individuals, Events, and Ideas Develop and Interact Read Paragraph 5 and 6 How are individuals being developed? Try to restate and locate ideas and support them with related details in the text. What details begin to lead you to conclusions about the students and the impact of the game on them. What do the details in the article lead you to conclude about the kids and about the impact of the game on the kids?

  13. Step Four: Interpret the technical, connotative, and figurative meanings of words • Looking back, do some words seem more important or suggestive than others? Do some words see surprising or symbolic? • What words that are used to describe the game in the language of war? • What connotations do the words suggest?

  14. Ways of continuing the study of the article... Craft and Structure Analyzing the Structure of the Text Do the paragraphs suggest some sort of structure? What type of work is the author unveiling through his structure. Can you see a structure or pattern developing?

  15. Anchor Standard six: Point of View Think back to the language choices and the structure of the text: How do the choices the author makes illuminate his point of view? What examples does the author include to make his point?

  16. Deep "close" reading Teacher should have deep understanding of text: 1. Short chunks of rich text 2. Annotation with purpose 3. Multiple readings 4. Modeling of reading strategies 5. Gradual release of responsibility (ME WE TWO YOU). 6. Writing about understanding of text

  17. Creating Text Based Questions Use Standards as a guide Start with Key Ideas of the Text going from smaller to larger Begin to target Text Structures and specific vocabulary Tackle Tough sections head on. Sequence them logically

  18. Ways of balancing "close" reading • Short Chunk, Large Chunk, Short Chunk approach • Allow reading for enjoyment time with tools to monitor reading. • Give purpose for reading texts 4. Scaffold towards independence 5. Be mindful how much you focus on...

  19. TEXT BASED: questioning, writing, discussions HIGH LEVEL AND GROUNDED IN TEXT • Simple questioning to more complex • Complete understanding of text before opinion. Speaking and Listening standards as a guide

  20. Organizer to help with Big Picture t

  21. Anchor Standards Writing Writing from Sources Focus on Argumentative and Informational Process Based Writing Routinely for real audiences and purposes Text Based Ladder (abbreviated) Draw evidence from texts to support analysis, reflection and research Gather relevant information from multiple sources, assess credibility and integrate into writing Conduct short and more sustained research projects based on focused questions Produce clear and coherent to task audience and purpose Wrtie routinely for extended time frames and shorter time frames for a range of tasks Use technology to produce, publish, interact, and collaborate Develop Writing Process(planning revising editing, rewriting, trying new approach Standard 4 and 10 serve as pillars to standards Standards 1-3 are the products students produce Standards 5, 6,7, 8, and 9 spiral througout Narrative Writing Informative Writing Argumentative Writing

  22. ARGUMENT OVER PERSUASION Difference:

  23. Process over Content The process of learning content is as important as learning the content itself if not more. Examples: • Vocabulary acquired through reading • Research done through Writing • Discovering themes during reading • Interpreting figurative language • Writing process

  24. Real Audience...Real Purpose Reading and Writing for a variety of audiences...routinely over extended time frames...for a range of tasks and purposes... • Authentic Goals • Connection to current society • Connection to community • Real Audience and purpose

  25. Students reading complex text "Pedagogy focused only on "higher-order" or "critical" thinking was insufficient to ensure that students were ready for college and careers: what students could read, in terms of its complexity was at least as important... Reading Between the Lines...ACT 2006 • Quantitative (lexile) • Qualitative (multiple layers) • Task and Purpose (instruction)

  26. Embrace confusion: I beg you...to have patience with everything unresolved in your heart and try to love the questions themselves as if they were locked rooms or books written in a very foreign language. Don't search for answers, which could not be given to you now, because you would not be able to live them. And the point is, to live everything. Live the questions now. Perhaps then, someday far in the future, you will gradually, without noticing it, live your way into the answer... Rainer Maria Wilke

  27. SIX INSTRUCTIONAL SHIFTS The process of learning the standards and meeting the standards.... PLANNING THE LEARNING EXPERIENCES OF STUDENTS

  28. SHIFT ONE: BALANCE Balance between Informational and Literary Texts Augmenting literature with current periodicals Literary Non-Fiction

  29. SHIFT TWO: CONTENT AREA LITERACY Literary Experiences Across the Curriculum...not just in ELA.... Process within Content • Social Studies • Science • Math • Electives

  30. SHIFT THREE: COMPLEXITY Standards Complexity: Staircase of Complexity... (Learning progressions of standards Text Complexity • Quantitative • Qualitative • Task and Purpose

  31. SHIFT FOUR: TEXT BASED Text-Based Answers grounded in: Reading Writing Discussion

  32. SHIFT FIVE: WRITING FROM SOURCES • Emphasize use of evidence to inform and make an argument • Writing that responds to ideas, events, facts, and arguments presented in texts. Blending writing types

  33. SHIFT SIX: ACADEMIC VOCABULARY Focus on pivotal and commonly found words students encounter in text.... Constantly build ability to access more complex texts.

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