Common Core Connections
description
Transcript of Common Core Connections
Elizabeth MoellerECI 545: Theory and Research in Literacy
Common Core Connections
“There are a number of fantastic texts that are worth the work required to
understand them. It’s just that teachers should know why these
texts are complex, if they are appropriate for students in the
classroom, and how they might best be taught.”
Fisher, Frey, and Lapp, 2012, p.50
Introduction
Background InformationLocation
Coopers Elementary SchoolNash County Public SchoolsHome of the Bulldogs!
Grade LevelSecond
Student GroupMixed AbilityWhy?
I wanted to expose each student, regardless of ability, to the complex texts and the rigorous text dependent questions.
Common Core ConnectionsInstructional Focus and Standards Addressed
Two – Tiered Lesson RI.2.4: Determine the meaning of
words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.5: Know and use various text features to locate key facts or information in a text efficiently.
Main Objective RI.2.6: Identify the main purpose of a
text, including what the author wants to answer, explain, or describe.
Culminating Activity SL.2.2: Recount or describe key ideas
or details from a text read aloud or information presented orally or through other media.
Literacy Theories
Literacy Theorie
s
Social Constructivi
sm
Reader Response
TheorySchema Theory
Social ConstructivismScaffolding
Schema TheoryTuning
Reader Response TheoryEfferent
Responses
Text Complexity ProgressionFirst Text
Giant Pandas by Kira Freed
Lexile Level: 601 - 650Developmental Reading
Assessment Level: 28Note: Perfect Fit!
Qualitative Reflection Considerate Text
Coherent Text Appropriate for Audience
Second TextGiant Pandas by Gail
Gibbons
Lexile Level: 860Developmental Reading
Assessment Level: 38Note: Stretch Band
Qualitative Reflection Increase in Complexity
Sentence Structure Considerate Text
Pre – Assessment StrategiesAdmit Slip
What do you know about giant pandas?
Anticipation GuideTrue or False?
KWL Plus What I Know What I Want to Learn What I Learned What I Thought I Knew
{Misconceptions}
Examples of ScaffoldingBefore Reading
Making PredictionsIntroduce Vocabulary
TermsContent Specific
During ReadingShow Me the
Evidence!Importance of
Rereading and Reflecting on Thinking
Scaffolding Video
Text Based Questioning: ExamplesGiant Pandas, by Gail Gibbons
1. What is the author’s purpose for using a map? What do the colors show?
2. Why did the author use the word “poor” to describe the giant pandas eyesight?
3. Compare and contrast a bark and a squeal. When might a panda bark?
Giant Pandas, by Kira Freed
1. Describe what makes a panda “easily recognizable” in the wild.
2. What is the author’s purpose for writing the section titled “Food and Feeding?”
3. Describe the signs that giant pandas use to mark their territory.
Text Based Questioning Video
Evidence of LearningLesson One
3, 2, 1Lesson Two
Tree Map: Can, Have, AreCulminating Activity
VoiceThreadEach student had the
opportunity to demonstrate their understanding of the Author’s Purpose by reflecting on a section of text.
“I know that the author wanted to explain _____ because _____.”
1. Building knowledge through content – rich nonfiction. Students were able to actively construct knowledge while reading
the text and refine, or tune, their schema.2. Reading, writing, and speaking grounded in evidence
from text, both literary and informational. Students were able to answer text dependent questions with
specific evidence from the text. 3. Regular practice with complex text and its academic
language. The two texts that I selected for the lesson increased in complexity. The first text was easier for my students to interact with and
understand, due to the author’s use of text features. The second text was much more difficult for my students because
the author did not use text features, and the sentence structure was much more complex.
Reflection: The Three Shifts
Close Reading In the future, I would not read the entire text with the students,
but a small section of text. This would allow for a close reading of the text, which would
increase the students ability to answer text dependent questions. Text
Because I used a trade book for the second read aloud, each student did not have a copy.
In the future, I will make a copy of a portion of the text for each student. This way, each student can annotate the text to help them better understand the meaning.
Author’s Purpose Instead of waiting until the culminating activity for my students to
demonstrate their understanding of the Author’s Purpose, I will assess the objective throughout. Graphic Organizer Post – It’s
What would I change for future implementation?
Questions?
Suggestion
s?
Audience Feedback