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CPR - Breathing Life Into Learning- Standards, Complexity, Vocabulary and Differentiation

CPR - Breathing Life Into Learning- Standards, Complexity, Vocabulary and Differentiation. By: Luz Angelica Montañez M. Ed. 10 years experience - 3 rd Grade Museums Magnet School Miami, Florida– 5yrs - Green Acres Elementary - 1 st grade 3 years

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CPR - Breathing Life Into Learning- Standards, Complexity, Vocabulary and Differentiation

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  1. CPR - Breathing Life Into Learning- Standards, Complexity, Vocabulary and Differentiation By: Luz Angelica Montañez M. Ed

  2. 10 years experience • - 3rd Grade Museums • Magnet School • Miami, Florida– 5yrs • - Green Acres Elementary - • 1st grade 3 years • 2nd grade – 2 years • Cobb County Schools Common Core Lab Classroom Teacher • New Teacher Institute – Cobb County Instructor • Teachers Leading Cobb- Presenter • Title 1 Learning Camps- • Cobb County Instructor • America’s Choice National Conference Presenter Your presenter

  3. Our essential question • How can I effectively use my reading and writing workshop time in a standardized common core classroom to meet the needs of all my students?

  4. During our time • Thematic Units- Building vocabulary with primary sources • Vocabulary building -Synonyms, comparing words and adjectives • 10 books to drive a whole year’s instruction • Opening- Focusing on building student expectations • Work-time - - Standard 1 and 9 – Performance Task - Standards Board – Making it student friendly - Conferencing- Finding the time - Choice Boards- Addressing the needs of all students - Interest Library- Text complexity made easy • Workshop Closing- Student led • Final thoughts

  5. Thematic Units- How do we start? Sit-In at Woolworth’s Lunch Counter, Jackson, Mississippi, Fred Blackwell, 1963

  6. Visual Thinking Strategies

  7. Vocabulary You can build vocabulary by making it an active part of your daily instruction-Eric Cork

  8. Don’t Use Tiny Words • Ms. Montanez loves teaching. Sometimes the children act crazy and she gets mad. • Cinderella’s sisters were mean. The mom was mean too. I feel they are bad people. • I am happy!

  9. 10 Best Friend Books Dr. Lester Laminack’s suggestion was to intentionally pick high quality books that would be a constant in your classroom. • Your Task • Use your conversation starters • Pick 10 books – discuss which books you could use at least twice during your year. Do not forget social studies or science connections.

  10. Opening Focusing on Building Student Expectations

  11. Opening During your opening, it is the perfect time to discuss what is expected during a workshop.

  12. Let’s build our own rubric Rubrics vs. Checklists Give ownership to the students, if they collaborate on the process they are more likely to know what is expected of them Use discussion starters

  13. Work- Time Differentiation

  14. Dioramas Standard 1 and Standard 9 Let’s build our own Diorama Asking cubes Puff Books Cereal Box Comparison

  15. Analysis Chart

  16. Story Map Comparison

  17. Standards Board

  18. Conferencing Next steps are student friendly and specific. Picture cues help them remember what they are expected to do

  19. What is an Interest Library • A library that is designed to captivate the interest of your students • It is a library set up by the students and run by the students • http://www.readingrockets.org/article/29298

  20. Why • Motivation to read and reading achievement are higher when the classroom environment is rich in reading materials and includes books from an array of genres and text types, magazines, the Internet, resource materials, and real-life documents (Allington & McGill-Franzen, 1993; Guthrie et al., 2007;Kim, 2004; Neuman & Celano, 2001). • Text complexity (common core) Perhaps one of the mistakes in the past efforts to improve reading achievement has been the removal of struggle. We do not suggest that we should plan student’s failure but rather that students should be provided with opportunities to struggle, persevere, and eventually succeed(Fisher, Frey, Lapp, 2012

  21. Young adult literature can be powerful in the lives of adolescents. • Young adults often are able to connect to characters and situations presented in young adult literature. • Research has documented how young adult literature can help students develop empathy for others, avoid peer pressure and make independent decisions, reflect on one’s belief systems, and learn about social issues, social justice, and social responsibility(Pytash, 2012) Why an Interest Library in higher grades?

  22. Studies indicate that motivation increases when students have opportunities to make choices about what they learn and when they believe they have some autonomy or control over their own learning (Jang, Reeve, & Deci, 2010; Skinner & Belmont, 1993). Choice Boards

  23. Your turn • Build your own library and activities • You will create three different categories or more • Build your own choice board • Present your ideas to others

  24. Closing your workshop time

  25. Closing- Student Led

  26. Final Thoughts What are your next steps? Comments or Questions Feel Free to Take a Gallery Walk

  27. Special Thanks • Cobb County District Leaders • Ms. Diana Gobbi- Literacy District Coach • Ms. Lori Levan- Literacy District Coach • Ms. Joann Wood- Social Studies Supervisor • Ms. Patricia Jackson- Staff Development Supervisor • Green Acres Elementary Teachers • Ms. Powell- Academic Coach • Ms. Kristen Mumford – 2nd Grade Teacher • Ms. Marian Hoyt- 4thGrade Teacher • Ms. Capps- 4th Grade Teacher • Mr. Jean- 4th Grade Teacher • Ms. Smith – ESOL Teacher • Ms. Montoya- Georgia State Student Intern

  28. Resources • Harding, R., & Ph.D., P. O. (n.d.). Enhancing Teacher Effectiveness and Student Engagement . magonline.org. Retrieved , from http://www.magonline.org/ChoiceBoardPacket_11.19.2010.pdf • Fisher, D., Lapp, D., & Frey, N. (2012). Text Complexity : Raising Rigor in Reading. Newark, Del: International Reading Association. • Pytash, K. E. (2012). Ain't nothing wrong with reading books: creating a classroom library at an alternative school. Young Adult Library Services, (4), 31. • Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: it is not autonomy support or structure but autonomy support and structure. Journal Of Educational Psychology, (3), 588. doi:10.1037/a0019682 • Skinner, E. A., & Belmont, M. J. (1993). Motivation in the classroom: reciprocal effects of teacher behavior and student engagement across the school year. Journal Of Educational Psychology, (4), 571. • http://ericreber.wordpress.com/2009/04/13/the-civil-rights-movement/09d_127-010/ • Library of congress http://www.loc.gov/teachers/classroommaterials/primarysourcesets/ • Britannica Image quest http://quest.eb.com/

  29. Contact info • Luz Angelica Montanez • Green Acres Elementary Cobb County • luz.montanez@cobbk12.org

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