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Getting Ready for the Common Core State Standards

Getting Ready for the Common Core State Standards. It is more how we are teaching that is changing, not what we are teaching What you are teaching in the new units still addresses the CST needs The shifts will strengthen what we are already doing and benefit students with the CST testing

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Getting Ready for the Common Core State Standards

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  1. Getting Ready for the Common Core State Standards It is more how we are teaching that is changing, not what we are teaching What you are teaching in the new units still addresses the CST needs The shifts will strengthen what we are already doing and benefit students with the CST testing Ca. is one of the states that has current standards that are most aligned with the CCSS CCSS units are listed on the pacing guides (1st benchmark is before the first unit). Pacing guides have been adapted to integrate the units. The units will be using Open Court stories and the math curriculum

  2. Getting Ready for the Common Core State Standards Close Reading of Complex Text

  3. Close Reading(not a Cloze Read!) A Teaching Strategy that addresses all three instructional shifts in ELA! IS IT? The purpose of a Close Read is to help students understand complex text and go deeper into the meaning of the complex text by building knowledge, citing evidence, and using academic language!!

  4. ELA/Literacy Instructional Shifts • Building knowledge through content-rich nonfiction • Reading, writing and speaking grounded in evidence from text, both literary and informational • Regular practice with complex text and its academic language *Achieve the Core

  5. How to do a Close Read • Choose a piece of complex text that is short, challenging, and high quality. It should give students the chance to struggle a bit. • We do not need to look far for complex text! Open Court has ample selections! • Stories--Poetry--Read Alouds-- Informations text from science, mathematics, social studies Complex Text Exemplars (Appendix B)

  6. How to do a Close Read • Can be read multiple times with a different purpose each time over several days… First Read- Comprehension/Main Ideas Students read the text independently and circle unclear words/concepts. They underline interesting or important details and write notes about questions/ponderings they have, Depth & Complexity they identify, and/or anything they want to take note about. By the end, they should have a general understanding of the story.

  7. How to do a Close Read

  8. How to do a Close Read • Can be read multiple times with a different purpose each time over several days… Second Read- Power of Rich Language Tackle unclear concepts through the use of prior knowledge, apposition, word structure, and context clues. They are like detectives and rather than reading over or past what is unclear, they take the time to use strategies and dig deeper for understanding.

  9. How to do a Close Read

  10. Strategies for the “Third Read” – Text Dependent Questioning Third Read- Analyzing text and providing evidence: • A significant percentage of questions/tasks are text dependent • Questions and tasks require the use of textual evidence, including supporting logical inferences from the text. • Text Dependent Questioning • Where is the big idea stated in this article? • What arguments does the author use against polar bears in captivity? • What evidence from the text supports each argument? • Text Independent Questioning • Have you ever seen a polar bear at a zoo? • Do you like polar bears? Why or why not? • Do you think polar bears live in California? Vs.

  11. Art class was over, but Vashti sat glued to her chair. Her paper was empty.

  12. Vashti’s teacher leaned over the blank paper. “Ah! A polar bear in a snowstorm,” she said. “Very funny!” said Vashti. “I just can’t draw!”

  13. Vashti thought for a moment. “Well, maybe I can’t draw, but I CAN sign my name.”

  14. Strategies for the “Third Read” – Wrecking a Text • Highlight/underline the choices the author makes in the text. • How could you rewrite this sentence? “Dumb it down” and make it more simple. • How does your word choice change the meaning? Why do you think the author made the word choices he/she did?

  15. Strategies for the “Third Read” – Wrecking a Text

  16. Strategies for the “Third Read” – Key Words • Highlight/underline key words that stand out to the student. • They should be able to explain why they chose this/these key word(s) and what the significance is to the text or the author’s purpose. • Discuss why this/these words are “key” and what meaning they add to the story. • This allows the reader to locate the center of the story and recognize the importance of vocabulary usage.

  17. Strategies for the “Third Read” – Key Words

  18. Strategies for the “Third Read” – Pulled Quotes • Identify a quote in the text that really shows significance. • Does this represent a big idea, a pattern, or some other form of Depth and Complexity?

  19. Strategies for the “Third Read” – Shades of Meaning • Explore the small, subtle differences in meanings between similar words or phrases. • Identify synonyms and ask students to put these words in order from weakest to strongest in meaning (or strongest to weakest). They must justify their order choice. • There is no perfect order…remember we can have multiple perspectives, but discussing and justifying is important.

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