Module 3 - Wikispaces

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Winston
-

Salem / Forsyth
County Schools

ELA



Module 3


Instructional Shifts with Common
Core


Balancing Informational and Literacy Texts


Building Knowledge in the Disciplines
Through Literacy in 6
-
12


Increasing the Use of Complex Text


Focusing on Text Evidence


Firmly Establishing the Reading
-
Writing
Connection


Teaching Academic Vocabulary

Balance Between Literary and
Informational Text

Susan Pimentel

Video

#1
-

Balance Between Literary
-
Informational Text

Grade Level

Informational

Literary

4th

50%

50%

8th

55%

45%

11th

70%

30%

2011 NAEP Reading Framework

#1
-
Balancing Informational and
Literary Text


Students need systematic instruction on
reading and comprehending literary and
informational text


They need to be able to distinguish the
differences between informational and literary
texts


They need to be able to adjust / monitor their
reading strategies to comprehend


Literary Performance Task


Students read Paul Fleischman’s poem
“Fireflies,” determining the meaning of words
and phrases in the poem, particularly
focusing on identifying his use of nonliteral
language (e.g., “light is the ink we use”) and
talking about how it suggests meaning.


[RL. 3.4]

Sample Performance Task


Kindergarten

1
st

Grade

2
nd

and 3
rd


4
th

and 5
th


Sample Performance Task:

4
th

and 5
th

Grade



Students identify overall structure of ideas,
concepts, and information in Seymour
Simon’s
Horses

(
based on factors such as
their speed and color
) and compare and
contrast that scheme to the one employed by
Patricia Lauber in her
Hurricanes: Earth’s
Mightiest Storms
. [RI.5.5]

Sample Performance Task:

2
nd

and 3
rd

Grade


Students read Robert Cole’s retelling of a
series of historical events in
The Story of
Ruby Bridges
. Using their knowledge of how
cause and effect gives order to events, they
use specific language to describe the
sequence of events that leads to Ruby
desegregating her school. [RI. 3.3]

Sample Performance Task:

Kindergarten and 1
st

Grade



Students (
with prompting and support from
the teacher
) describe the connection between
drag and flying in Fran Hodgkins and True
Kelley’s
How People Learned to Fly

by
performing the “arm spinning” experiment
described in the text. [RI.K.3]

#2
-

Building Knowledge in the
Disciplines Through Literacy in 6
-
12

#3
-
Increasing the Use of Complex Text


Teachers ensure students are reading
complex texts (literary and informational) at
every grade level


Students spend more time on complex texts
by reading closely and re
-
reading key
paragraphs

#3
-
Increasing the Use of Complex Text


Teachers engage all students in critical
analysis of complex text


Text complexity is not determined by length,
rather by the language, content and concepts
appropriate for the audience

Educational GPS

The Common Core is our “educational GPS”.
The GPS destination is all
high school
graduates will be college and career
-
ready without the need for remediation
.

Educational GPS

The Common Core is our “educational GPS”.
The GPS destination is all
high school
graduates will be college and career
-
ready without the need for remediation
.

Now that the destination has been identified,
our educational GPS
back
-
maps

to locate
the route.

Educational GPS

The Common Core is our “educational GPS”. The GPS
destination is all
high school graduates will be
college and career
-
ready without the need for
remediation
.

Now that the destination has been identified, our
educational GPS
back
-
maps

to locate the route.

Back
-
mapping determines how to get to the destination
-

college and career readiness from the
starting
location

-

kindergarten

Reading Informational Text
-

Standard
Nine


Analyze seventeenth
-
, eighteenth
-
, and
nineteenth
-
century foundational U.S.
documents of historical and literary
significance (including The Declaration of
Independence, the Preamble to the
Constitution, the Bill of Rights, and Lincoln’s
Second Inaugural Address) for their themes,
purposes, and rhetorical features.


Twelfth Grade

Reading Informational Text
-

Standard
Nine


With prompting and support, identify basic
similarities in and differences between two
texts on the same topic


Kindergarten

“You never build a scaffold
without a plan to remove it”


David Coleman


#4
-
Focusing on Text Evidence


Teachers spend time planning purposeful
higher level questions that require the
students to search for evidence.


Teachers move students beyond making
easy connections with the text to a deeper
analysis


Teachers guide the students to return to the
text for evidence to support their arguments
or conclusions

#5
-

Firmly Establish the Reading
-
Writing Connection


Students must be able to analyze and
synthesize ideas across multiple texts about a
single topic


Teachers must transform narrative thinking
into informational writing


Teachers must provide instruction on
choosing meaningful, relevant and sufficient
evidence when writing



#6
-

Teaching Academic Vocabulary


Teachers strategically select key vocabulary


Tier 1
-

everyday language for native English
speakers


Tier 2
-

general academic words
-

relative, vary,
faltered


Tier 3
-

domain specific words
-

circumference,
aorta, legislature


Teachers should be strategic in supporting
students’ vocabulary development


Summary of Changes for CCSS for
ELA

1.
Balancing Informational and Literary Texts

2.
Building Knowledge in the Disciplines
Through Literacy in 6
-
12

3.
Increasing the Use of Complex Text

4.
Focusing on Text Evidence

5.
Firmly Establishing the Reading
-
Writing
Connection

6.
Teaching Academic Vocabulary