Common Core and Best Practices

Making the MatchTeri S. Lesesne

(rhymes with insane)@professornana

Building community

Reading aloud

Offering choice in reading material

Authentic literature

Real response

What are some of our best (research-based)

practices?

The Research Base

Donalyn Miller Richard Allington Becoming a Nation of Readers NCTE and IRA Joint Statement on what

adolescent deserve ASCD Yankelovich Penny Little Kelly Gallagher

Community in the Classroom

Importance of community

Via Donalyn Miller

Community Leaders

Via Donalyn Miller

Teacher as reader

Access to books (literally and then on higher level)

Choice

Opportunities to talk about books and reading

Time to read

Building Community

Teacher as Reader

Newbery for 2014? Printz?

Access to Books

Access also means a range of books kids can and will understand

Range of genres

Range of forms and formats

Choice in Reading

Forms, formats, genres

Beyond book reports and dioramas

Peck’s Questions

Student as Leader of Discussion: DIR (Terry Ley)

Book Talk/Conferring

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Finding the Time

Edge time (Donalyn Miller) Fringe Time (me)

Priority time

Class time

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Edge Time

Reading on the fringes

Appointments

Bathroom books

Car

Purse or bookbag

Phone books eBooks and audiobooks

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Priority Time

If it is not a priority for us, how can we expect it to be a priority for them?

Take a moment to jot down one time you will set aside daily (just 5 minutes) to read.

Make this commitment real by adding it to your calendar.

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Class Time

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Finding Time to Read

Average person can

read 300 words per minute

In one week, that is

31,500 words

In one year, it is

1,512,000 words

Average book is

75,000 words

Can read +20 books a year with only 15 minutes a day

More than 1000 extra books in a lifetime

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Comprehension and Collaboration1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, andorally.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric.

Presentation of Knowledge and Ideas4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.5. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

How does community assist us with CCSS?

Hearing voices

Read alouds beyond primary grades

This read aloud brought to you by Mo Willems

“Once upon a time there were three dinosaurs: Papa Dinosaur, Mama Dinosaur, and some other Dinosaur who happened to be visiting from Norway.”

What does the opening sentence tell

readers? Setting

Main characters

Motif

Archetype

And…it’s going to be funny!

Plus it addresses this CCSS (anchor standard):

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details,and well-structured event sequences

Brought to you by Charles Benoit

Opening lines

You’re surprised at all the blood.He looks at you, eyes wide, mouth droppingOpen, his face almost as white as his shirt.He’s surprised, too.

There’s not a lot of broken glass, though, just some tiny slivers around his feet and one big piece busted into sharp peaks like a spiking line graph, the blood washing down it like rain on a windshield.

In two paragraphs, what do we learn?

Simile and metaphor

Strong verbs

Use of second person

How details contribute to overall effect

CCSS Anchor Standards for Reading:

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurativemeanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text(e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Closes achievement gap since students can

generally listen above their reading comprehension level.

Offers model of fluency and prosody.

Serves to assist with listening and speaking elements of CCSS.

Motivates K-12 to read and read more. (research)

Why read aloud?

Offering choices

Ensuring that choices reflect developmental needs of kids

Books as mirrors

Books as windows

Widening the curriculum to narrow

the gap

Extensive vs. Intensive

Extensive

Central text Shorter selections to

accompany central text Different genres,

forms, and formats

CCSS calls this model framework

Intensive(not to be confused with close reading)

Focus on one text Dissect it

Kids read more

Kids performed as well on tests at the end of the unit of study

Kids’ attitudes toward books and reading was higher

Research covers 1940s forward

Extensive research

Example of a Model Framework

Core text

Add to Core Text

Informational

Advances in cancer treatment

Cancer in teens Side effects of

cancer treatments Self help groups Biographies of

reclusive authors

Literary

Catcher in the Rye “Death Be not

Proud” (poem) Other Printz award

winners Short story

collections with YA authors

And now the MOVIE!

Integration of Knowledge and Ideas7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.*8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well asthe relevance and sufficiency of the evidence.9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity10. Read and comprehend complex literary and informational texts independently and proficiently.

How this aligns to CCSS

Note on range and content of student reading

To become college and career ready, students must grapple with works of exceptional craft and thought whose range extends across genres, cultures, and centuries. Such works offer profound insights into the human condition and serve as models for students’ own thinking and writing.

Through wide and deep reading of literature and literary nonfiction of steadily increasing sophistication, students gain a reservoir of literary and cultural knowledge, references,and images; the ability to evaluate intricate arguments; and the capacity to surmount the challenges posed by complex texts.

CCSS

Quantitative Measures

Lexile Reading level(s)

Qualitative Measures Levels of Meaning Narrative structure Language Conventionality and Clarity Knowledge Demands

What qualities are essential?

Reading levels

Syllables Sentences

Lexile Levels Syllables Sentences Semantics Syntax

All of these rate only how students perform on tests

Problems with Quantitative Analysis of

Books

Higher or Lower?

Guess Again!

4.8 790 4.0 680

Higher or Lower?

Hmmm….

5.7 920 5.7 960

Higher or Lower?

Guess again!

5.7 990 5.9 850

Higher or Lower

Guess again!

n/a 620 4.1 630

One More Time

Huh?

4.2 5.0

Qualitative measures complement quantitative measures:

Purpose Language conventionality and clarity Text structures Knowledge demands

Qualitative Measures

Narrative structure Shifts in time (flashback and foreshadowing) Point of view (multiple narrators, unreliable

narrator)

Language Figurative devices Irony Parody

Knowledge Demands Cultural intertextuality

Translation

Personal/Emotive

What is your gut reaction to the text?

Interpretive If you were one of the characters, what would you

have done differently?

Critical How does the author demonstrate her or his craft?

Evaluative What makes this a “good” or “bad” book?

Levels of Response

A better approach

Using the resources we have at our fingertips

&Not all these formulaic means

Where do we go to get ideas about what to

read?

How can we narrow it down from the 7500+ books published annually?

How can we determine which books for which kids?

How do we then provide proof of rigor?

Conventional Wisdom

Lists

Awards lists Newbery Printz

Starred Review lists

Teens Top Ten

Where to get recommendations?

BFYA QP Notables Orbis Pictus Sibert YALSA Excellence in Nonfiction Morris Great Graphic Novels for Teens Stonewall

But also…

Narrative Structure

Simple vs. complex

Explicit vs. implicit

Chronological vs. non-linear

Qualitative

Narrative Structure

Language conventionality and clarity

Dialect Conversational Rich Vivid

Qualitative

Language Usage

Knowledge demands

Sophisticated themes

Experience and perspective (close reading

conflict)

Context

Social milieu

Qualitative

What we want are lifelong readers and

learners…

Because this is not the problem…

This is…