getting there from here leading in the spirit of the common core elizabeth bassford
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Getting There From Here Leading in the Spirit of the Common Core Elizabeth Bassford Director of Literacy Pearson. Why do we need them? Why now?. - PowerPoint PPT PresentationTRANSCRIPT
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Getting There From Here
Leading in the Spirit of the
Common Core
Elizabeth BassfordDirector of Literacy
Pearson
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Why do we need them? Why now?
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…End of the year, grade-by-grade descriptions of what students should know and be able to do (performances) in reading, writing, speaking and listening, and language competency.
What are they?
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What is the real goal?
Make comprehension a verb.
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What is the big game-changer?
A significant instructional shift that is task-based, requiring rigorous attention to text through close reading of deliberately increasing complexity.
cc101
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K–1
2–3
4–5
6–8
9–10
11-CCR
Text ComplexityGrade Band in the
CCSSOld Lexile Ranges
N/A
450–725
645–845
860–1010
960–1115
1070–1220
Lexile RangesAligned to College and
Career Readiness Expectations
N/A
450–790
770–980
955–1155
1080–1305
1215–1355
cc101
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What’s the big deal?
Equity.
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What We Read Influences What We Learn
When some students have access to complex text and others do not, the reading gap (that often causes teachers to assign less complex text to low-performing students) contributes to a knowledge gap.
(Stanovich, 2000; Neuman, 2006).
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• read substantially fewer in-context words,
• are asked fewer critical thinking questions,
• have fewer opportunities for discussion,
• have fewer opportunities to write.
(Allington, 1983; Hiebert, 1983)
Children who struggle--
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True, but--
Text difficulty resides in
◦ the linguistic characteristics of the text
◦ the characteristics of the reader
◦ the actions of the teacher.(Quantitative/Qualitative)
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What’s the big deal?
Equity.
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Reading complex text supports:
• Acquisition of sophisticated vocabulary, concepts, and linguisticstructures, and
• Development of critical thinking abilities,
• Vocabulary, concepts, linguistic structures,and general knowledge acquired throughreading complex text “anchors” furtherreading and learning.
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Deliberate Use of Text Types
Complex texts support the acquisitionand use of sophisticated:
VocabularyConceptsLinguistic structures
Rhetorical structures General Knowledge
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Read Like a Detective! Write Like a Reporter!
Ask Questions
Gather Evidence
Make Your Case
Prove It!
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Achieve Balance…
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Community ReadingAll Children
(Large & Small Groups)40-60 minutes
Just Right Texts and TasksAll Children
(Small Groups)3 - 15-minute groups
With the Teacher
On Your Own Reading/Writing
Learning Center
Intensive Intervention3-5 Struggling Readers
30-45 minutes
ClassroomTeacher
ClassroomTeacher
Classroom TeacherOr
Reading/SPED TeacherLearning Centers
Independent Reading
With the Teacher
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1. Focus on Knowledge 2. Create Connections 3. Activate Student Passion4. Develop Vocabulary5. Increase the Volume6. Build Stamina7. Identify Benchmarks
7 Actions for Text Complexity
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Freddy Hiebert’s National Awareness Campaign
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The first major conduit for humanitarianism was the printing press.
The Better Angels of Our Nature: Why Violence has Declined by Steven Pinker, 2011
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#14
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Let the beauty you love be what you do.
There are one hundred ways to kneel and kiss the ground.
-Rumi
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Love what you teach.