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This are my session slides for my 50 Shades of the Common Core presentation at this year\'s North Carolina Reading Association Conference in Raleigh, North Carolina.

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fifty shades of the common core

Fifty Shades of

The Common Core

NC State Reading Conference

March 16, 2014

by Jennifer Jones

K-12 Reading Specialist

Wake County, NC

the common core literacy model

The Common Core literacy Model





Ela Standard




Building knowledge

Through content

Rich non-fiction and

Informational text.

Reading, writing and

Speaking grounded in

evidence from the text

Regular practice with

complex text and

its academic







Speaking & Listening





Based on the Common Core ELA

anchor standards for reading literary fiction

Anchor Standards for Reading

Literary Fiction & Informational Non-Fiction

1 1

Text-based understanding & comprehension

2 2

Central message/theme/BIG ideas

3 3

Characters/individuals across the text

4 4

Author’s Word Choice (syntax, figurative language use)

5 5

Close Analysis of Text (structure, features)

6 6

Point of View/Purpose

7 7

Content integration – Read & Research

8 8

Evaluate the Claims & Arguments of the Author (NF only)

9 9

Text to Text Comparison

10 10

Text Complexity

Key Ideas & Details Craft & Structure

Integration of Ideas

what the standards do value in reading

What the

Standards Do

Value in Reading


close attentive reading critical reading

“close, attentive reading”…”critical

reading”… “reasoning and use of

evidence”… “comprehend, evaluate,

synthesize”… “understand

precisely…question…assess the

veracity” …. “cite specific evidence”

… “evaluate others’ point of view”…

“reading independently and


what the standards don t value in reading

What the


Value in Reading


these phrases are not in the common core make

These phrases are NOT in the

Common Core…

make text-to-self connections,

access prior knowledge, explore

personal response, relate to

your own life…

time in out of text more instructional time spent

Time – In & out of Text

More instructional time spent outside the text means less time inside the text.

Departing from the text in classroom discussion privileges only those who

already have experience with the topic.

It is easier to talk about our experiences than to analyze the text—especially

for students reluctant to engage with reading.

Image from

so what does this all mean for my school

So What

Does this

all mean


My School?

vital teaching behaviors

Vital (Teaching)


Image Source:

where are you with this

Where Are You With This?

Are Your Kids There?

clearly understanding lower vs higher level

Clearly Understanding

Lower vs. Higher Level Thinking

the answer is already known



communicating this

language WITH


clearly understanding lower vs higher level1

Clearly Understanding

Lower vs. Higher Level Thinking

this language WITH


..and communicating

the answer is already known

followed by our evidence based thinking tells


by our




tells others



for our


first we must be critical thinkers


We must be Critical


Form an opinion and justify it!

Agree or disagree.


help kids answer who am i help kids answer

Help kids answer, “Who Am I?”

Help kids answer, “Who Am I?”

justifying our opinions

Justifying Our Opinions



daily analogies

Daily Analogies

Analogy Poster

“Mrs. Jones, this is hard!”

“Mrs. Jones, this is hard!”

“I don’t know.”

“I don’t know.”

where in the day could word learning occur

Where in the day could

word learning occur?

receptive vocabulary in expressive vocabulary out

Receptive Vocabulary (in)


Expressive Vocabulary (out)

now what

Now What?

Directions: For each word, write a sentence and use the word

correctly in the sentence.

1. 1.epiphenomenal

epiphenomenal: having the character

of or relating to an epiphenomenon


2. kern

kern: to form or set (as a crop of fruit)


3: stative

stative: expressing a bodily or mental state


definitions as an instructional device have

“Definitions, as an instructional

device have substantial

weaknesses and limitations.

Definitions do not teach you

how to use a new word and do

not effectively convey concepts.

Think of it this way: Why isn’t

a glossary of biological terms

an adequate substitute for a

biology textbook?” (Nagy, 1989)

“…thus knowing a word cannot

be identified with knowing a

definition.” (Nagy & Scott,



All these steps in 1 day

(5-10 minutes)

Done IN a content area

notebook, mixed in with

other content area notes

4 point rubric of


• These steps done over

several days.

• Done outside the notebook

• In pairs, groups, at centers,


• 4 point rubric of






.123 .003 .9






creating a sense of urgency the relationship

Creating a Sense of Urgency

& the Relationship between Words & Learning

making inferences with picture of the day

Making Inferences with…

Picture of the Day

4 th grade sample items

4th Grade Sample Items

National Assessments


before we can be critical readers


We can be Critical



We must be Critical


You don’t have to believe

You don’t have to believe

everything you read in a book, you

everything you read in a book, you

have the right to question it and

have the right to question it and

judge for the reasons for yourself.

judge for the reasons for yourself.


literary text or informational text






So What?

critical reading is a way of looking at a book

Critical Reading…

…is a way of looking at a book and

analyzing what the author is saying and

the methods the author [and

illustrator] are using to communicate a

message or idea. Your analysis is

complete when you have formed your

own interpretations of the

author’s intentions.

text based starters text based entenders

Text Based Starters…

Text Based Entenders…

Image Sources:

text based questions guided reading shared

Text Based Questions

Guided Reading, Shared Reading, Literature Circles

Look at the illustration on page 8, and

explain what the author’s purpose was for

writing “Sometimes [Grace] could get Ma

and Nana to join in, when they weren’t too


Why does Grace “keep her hand up” twice,

even though her friends continue to tell her

she can’t be Peter Pan?

When Grace told her mother what

happened at school, what

was Ma so angry about?

What did Nana want Grace

to learn by taking her to

the ballet that day?

Image Sources: Amazing Grace by Mary Hoffman

text based answers w tbe requires us to read

Text Based Answers…w/ TBE

Requires US to read it first…Allyia said…

“I infer thatStrength of Blue Horse is blindbecause….

•He was born “sick & frail”.

•“You were born with a dark

curtain over your eyes.”

•“Will I always have to live in

the dark?”

•“I can feel the morning.”

•“I could not see the rainbow

but I can feel its happiness.”

•“Rainbow is my eyes.”

Image Source: Knots on a Counting Rope by Bill Martin

character analysis with text based evidence

Character Analysis

With Text Based Evidence


non fiction reading shift our thinking from what

Non-fiction Reading

Shift Our Thinking from… “What do want kids to KNOW?” to

“What do I want kids to get out of it?”



evaluating non fiction text with two column notes

Evaluating Non-Fiction Text

with Two-Column Notes…all strategies at once

and reformatting how kids interact with text

independent work cooperative together

“Independent” Work

Cooperative (together) – Communication (conversing) – Without Me

the take aways

The Take-Aways

Image: D. Garland

thank you

Thank You!

Hire me for Common Core staff development. Contact me at