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Video: Why We NEED Common Core

Video: Why We NEED Common Core. Why We Need Common Core. What is the priority CCR and MPS?. What is the Phase One Priority College & Career Readiness Anchor Standard in English Language Arts, Social Studies, Science and Technical Subjects?

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Video: Why We NEED Common Core

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  1. Video: Why We NEED Common Core • Why We Need Common Core

  2. What is the priority CCR and MPS? What is the Phase One Priority College & Career Readiness Anchor Standard in English Language Arts, Social Studies, Science and Technical Subjects? What is the Phase One Priority Standard for Mathematical Practice?

  3. Shared priority Read Closely to determine what the text says explicitly, make logical inferences from it, use evidence from the text when writing and speaking to support conclusions

  4. ACT Study – Schmeiser, 2006 Chance of later success Science Mathematics Unprepared in Reading Prepared in Reading 1% 32% 15% 67%

  5. Why is Informational Non-Fiction Important • Type of text read in college & work place • Students who fail to meet CCR Benchmarks are weak in this type of reading • Key type of text for Science and Math

  6. Why is “Persuasive” Writing Important? • Uses Evidence and Argument • Uses Critical Thinking Skills – create understanding of Facts / Knowledge • Real world need: Understanding argument is a key skill.

  7. To Argue . . . and Inform . . . in Writing CCSS Requires Argument / Evidence-based Writing Distribution of Communicative Purposes by Grade in the 2011 NAEP Writing Framework Source: National Assessment Governing Board (2007). Writing framework for the 2011 National Assessment of Educational Progress, pre-publication edition. Iowa City, IA. ACT, Inc. It follows that writing assessments aligned with the Standards should adhere to the distribution of writing purpose across grades outlined by NAEP.

  8. What kind of vocabulary is critical to meet the Common Core Goals? What are two types of vocabulary we MUST INCREASE SUBSTANTIALLY if our students are to master the Common Core requirements?

  9. What kind of vocabulary is critical to meet the Common Core Goals? What are two types of vocabulary we MUST INCREASE SUBSTANTIALLY if our students are to master the Common Core requirements? • Academic Vocabulary • Domain Specific Vocabulary (Science, Social Studies, Math, Technical)

  10. PHASE I – WHAT CAN WE DO NOW? • Focus on Academic & Domain Specific Vocabulary (already in progress) • Increase student exposure to nonfiction (already in progress) • Engage students in close reading activities • Shift writing to increased text dependency.

  11. VIDEO: HOW TO DO A CLOSE READING • How to do a Close Reading

  12. The Gettysburg address What do we mean by “close reading” within the Common Core standards? In this section, we will experience a Common Core lesson to illustrate the “Reality” of the Common Core. Has anyone done this lesson before? If so.. I will ask you to help us with insights as we discuss…

  13. The Gettysburg address Read the Gettysburg Address to yourself

  14. The Gettysburg address Read the Gettysburg Address to yourself Reread and write a paraphrase (your own words) of the first two paragraphs

  15. The Gettysburg address Read the Gettysburg Address to yourself Reread and write a paraphrase (your own words) of the first two paragraphs With your shoulder buddy, discuss your paraphrases. What is similar between you? What is different? Argue for your paraphrase.

  16. The Gettysburg address Read the Gettysburg Address to yourself Reread and write a paraphrase (your own words) of the first two paragraphs With your shoulder buddy, discuss your paraphrases. What is similar between you? What is different? Argue for your paraphrase. Who will read the Gettysburg Address aloud for us?

  17. The Gettysburg address Looking at the entire text, circle three words you believe are difficult for a below-level reader to comprehend. Discuss the meaning of the word with your shoulder buddy. What have we done in this lesson, so far, to help the student access the new vocabulary?

  18. The Gettysburg address Reread the text and complete the first activity question (#3). What did you find?

  19. The Gettysburg address Reread the text and complete the second activity question (#4). What did you find?

  20. The Gettysburg address Reread the text and complete the third activity question (#5). What did you find?

  21. The Gettysburg address Reread the text and complete the fourth activity question (#6). What did you find?

  22. The Gettysburg address Look at the vocabulary building activity (#7). With a shoulder buddy, complete the first three explorations of the vocabulary word. What did you find?

  23. The Gettysburg address How was this lesson different? Do you have a new understanding of “Reading Closely”? Prior to this activity, how well did you really understand the REQUIREMENTS of the first CCR? (Read Closely, Infer, Use Evidence from the text in writing to support conclusions..)

  24. GO SLOW to TEACH MORE This lesson was designed for three days (there is a writing element we did not do here). What is the result of TEACHING LESS CONTENT over three days.. but teaching MORE DEEPLY WITHIN THE CONTENT over three days?

  25. The Gettysburg address What do you think happens when struggling readers go through a lesson like the Gettysburg Address? Can they read the text? What kind of accommodations did we include here? What might we add?

  26. Make it a routine Let’s look at what just happened to us. Reflect on the assignment we just completed. What did we do first in our Exemplar Lesson using the Gettysburg Address?

  27. The Gettysburg Address Exemplar After we read it “cold”, what were the next THREE things we did. Be specific. Write them in a list.

  28. A CCSS Routine for Close Reading • Read a text – cold, without set-up. • Re-Read in chunks. • Paraphrase in writing. • Discuss in own language, aloud, safely. • Read aloud for accessibility. • Identify hard words. Learn word meanings working with a partner. • Re-read several times, using specific prompts which require looking for very specific details – using the text..

  29. A CCSS Routine for Close Reading • Re-read for specific vocabulary. • Compare / Contract vocabulary meanings – in writing, and through sharing with a buddy. • Write an essay requiring the student to take a persuasive viewpoint and argue their case for the author’s (motivation, etc) (We did not do this.. The last step in the lesson)

  30. CONGRATULATIONS! You have taken another step toward achieving a DEEPER UNDERSTANDING of the Common Core State Standards

  31. Should we always choose “c”? • Why We Need Common Core

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