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Next Generation Standards ELA Training
ELA
Carrie Cronin2nd Grade Teacher – Ritchie County
See…Think…Wonder• “I see……..” (Don’t except any “think”
statements, just visual observations.)
• “I think because…..” (Have them defend what they think about the picture by giving reasons referring to what they see.)
• Questions: who, what, where, when, how, etc…
Why Common Core???
• http://www.youtube.com/watch?v=jxefsLG2eps
Standards are…
a description of what students should know,
understand, and be able to do.
Danger!!!!Misunderstanding of how to
use standards
Let’s take a look at the
standards!
http://www.ncesd.org/cms/lib4/WA01000834/Centricity/Domain/44/Progression_of_Reading_Standards_with_Text_Complexity_and_Sample_Tasks.pdf
Learning Progressions
Standards-Based Lesson DesignExample:
• Standards, Standards, Standards
• “Performance” as evidence
• Tool for evaluation• Student personalization• Checkpoints
Non-Example:• Go to the next text chapter• Teach an idea and then map
to standards• Cute• The kids will like it!
• Standards as a to-do list, to be checked off
Curriculum Mapping
http://resa7.k12.wv.us/Index.htm
•Most ELA standards are ongoing throughoutthe year.•When you choose topics, try to decide which ongoing standards would be best suitedfor the topic.• Then map out a plan for the school year.
Close Reading Steps
1. Students read story to self 2. Teacher reads story aloud3. Teacher asks text dependent questions• Students defend their answers by finding
evidence to support their answers from the text (tell page number and restate where it was found)
4. End with a text dependent writing prompt.
Close Reading Video
https://www.youtube.com/watch?v=I_hhMeE7Osw
NOTE
There are no more text-to-self questions in the new standards.
50% Informational Text50% Literary Text
•Choose an informational topic•Build a text set that includes literary text to support the topic.
Text Dependent Question Progression
K 1st 2nd 3rd 4th 5th
Students will……quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
…refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
…ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
…ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
…ask and answer questions about key details in a text.
…with prompting and support, ask and answer questions about key details in a text.
Text Dependent Questioning
http://www.youtube.com/watch?v=eSYiwPJFMM8&feature=youtu.be
Comprehension
Comprehension
Fluency
Comprehension
Fluency
Vocabulary
Comprehension
Fluency
Vocabulary
Syntax
Language Standard in
Context
Genres of Writing
Writing Rubrics
• Google- Delaware Writing rubric• Choose Grade level• http://www.doe.state.de.us/aab/English_Lang
uage_Arts/writing_rubrics.shtml
Focusing Question
Close Reading
Gather and record
Evidence
Focus Statement in response to
Focusing Question
Listening and Speaking
Listening and Speaking
Write
Another Ingredient for Academic Success
Speaking and ListeningKindergarten: First Grade: Second Grade: Third Grade: Fourth Grade: Fifth Grade:
Students will adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
Students will differentiate between contexts that call for formal English and situations where informal discourse is appropriate; use formal English when appropriate to task and situation.
Students will speak in complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Students will produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Students will produce complete sentences when appropriate to task and situation.
Students will speak audibly and express thoughts, feelings, and ideas clearly.
Quantitative Data
Grade Level: Lexile Range:
K-1 0-500
2-3 420-820
4-5 740-1010
6-8 925-1185
9-10 1050-1335
11-CCR 1185-1385
See Appendix A in Day 1, Session 2 folder.
• Provide opportunity for self-selected reading DAILY
• Model self-selected reading
• Find reason and purpose to share reading
• Protect time by avoiding “activity” while reading (post-its)
•We MUST…
Book Pass
• One book per student• Many genres• Book Pass form• Timer—1 minute per
book• Use for reference• Read at least 10
minutes each day
Book Pass Rating Scale:
5 Flamin’ hot! I HAVE to read this NOW!! 4 I want to read this book. 3 I might read this book. 2 Not so much. 1 This book is not for me.
Book Title: Author: Rating
Without Fail…
• Daily chapter book read-aloud from a grade higher band
• Rich language
I know what you’re thinking…
RESOURCES – That’s what I NEED!
• www.readworks.orgRegister for freeReading Passages drop down menuClick Get Reading Passages• www.achievethecore.org• www.engageny.orgCommon Core pull down menuClick Common Core CurriculumChoose Grade Level• www.fcrr.orgClick or educatorsClick Student Center ActivitiesClick Student Center Activities aligned to the Common Core State Standards• http://resa7.k12.wv.us/Index.htm (Access Curriculum Maps)Scroll down to Standards Based Mapping Design ProjectClick on RESA 7 Standards Based MapsChoose ELA and Grade Level
EBSCOGo to http://wvde.state.wv.us/Search Read WVClick on WV Info Depot (EBSCO/Grolier Databases)Click on Magazine & Periodical Databases (EBSCO)Username: West Password: VirginiaUnclick top box, scroll down and click Primary SearchSearch for topics and narrow it down to full text,
Lexile, etc…
Learn21• http://wvde.state.wv.us/• Click Learn21 icon (bottom left)• Click grade level• Choose from activities
