How can I help my students be successful with the CCSS?
Virginia L. Cárdenas, Ed.D.
NC Department of
Public Instruction
District and School Transformation
NC Collaborative Conference 1. Building knowledge
through content –rich
non-fiction.
3 ELA Shifts: 2. Reading, writing, and
speaking grounded in
EVIDENCE from text.
3. Regular Practice with
COMPLEX TEXT and its
ACADEMIC
VOCABULARY.
6 ELA Strands
• Reading Literature • Writing (W)
(RL)
• Speaking & Listening • Reading (SL)
Informational Text • Language (L)
(RTI)
• Reading Foundations (RF)
Common Core App: Mastery Connect
Language Acquisition Stages
Reading
Writing
Speaking
Understanding
Listening
Language Development is a reflection of THINKING
• Facilitate the progression between the LA stages
Recruit your Army of Teachers
Language Acquisition Continuum
LISTENING
UNDERSTANDING
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Listening vs hearing
35
More is More
In context & Relevant
Language Amplification
Anchor with prior knowledge
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SPEAKING
Within the safety of peers
Convert Listening Centers to Speaking Centers via headphones
Neighbor’s Gossip (pairs)
Small Group‐ Heads TOgether
Language Norms
Language Acquisition Continuum
READING
• Tap into the 3 legs of text complexity
• 3 Types of Texts
WRITING
• Paired Writing ( I write, you read…switch roles)
• Guided Writing
• Journal
• Document camera center
• Seminar writing
Increasing Language Proficiency
Amplify
Context
Relevant
Syntax
1
♬
14 Cows for America: As an Instructional Tool
Lexile 540 L
Review of Text
• Code:
– Blue underlined words: hyperlinked picture or photo*
– Grey highlighted words: require Language Amplification
– Underlined phrases: Small Group Speaking, and Writing activity.
– *Group Language Amplification words
Gradual Release of Text
Pre Reading
• Prior building of vocabulary and concepts
– Activating Prior Knowledge
– Language Amplification, Videos, – Photos, Manipulatives, Guest Speakers
– Book Baskets, Magazines
Language Amplification Words
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Activities to move strategically up the Language Acquisition Continuum
Teacher amplifies words in whole or small groups
Through question ensure anchoring of new words with Prior Knowledge
Use visuals in centers for students to match picture with words and make sentences (with details) using target words.
Use RBT cards to answer questions about target words.
Have students write sentences with target words.
Have students ask questions about target words.
What do you expect of your Students?
• Thoughts lead to
Words
• Words lead to
Phrases
• Phrases lead to
Sentences
• Sentences lead to
Paragraphs, Essays,
Thesis,
…Dissertations!
Eric Jensen‐
Teaching Children with Poverty in Mind Additional resources for:
14 Cows for America
http://languageartsreading.dadeschools.net/pdf
/CCSSExemplarLessons/ExemplarLesson_G3_Re
ading.pdf
Dr. Virginia L. Cárdenas
NC Department of Public Instruction
District and School Transformation
Virginia.cardenas@dpi.nc.gov