Virginia.cardenas@dpi.nc.gov
ELA Anchor Standards
 CCSS.ELA-Literacy.CCRA.SL.1 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.
 CCSS.ELA-Literacy.CCRA.R.1 Read closely to
determine what the text says explicitly and to make
logical inferences from it; cite specific textual
evidence when writing or speaking to support
conclusions drawn from the text.
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
(RL)
 Reading
Informational Text
(RTI)
 Writing (W)
 Speaking &
Listening (SL)
 Language (L)
 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
Using Revised Blooms
Taxonomy Cards
 Outcome:
 to Increase Rigor through the use of
Questions
 Provide Rubrics to guide student
responses.
Revised Bloom’s Taxonomy
Thinking Cards:
An Introduction
QUESTIONS:
REMEMBERING
RUBRIC:
REMEMBERING
1 What is your name?
1 I use complete sentences.
2 What is your mom's name?
I look at my partner when
2
I speak.
What did you wear
3
yesterday?
I repeat or rephrase the
3
question.
Neighbors GOSSIP
Thinking Cards:
An Introduction
QUESTIONS:
UNDERSTANDING
RUBRIC:
REMEMBERING
Can you explain how to
1
brush your teeth?
1 I use complete sentences.
Can you demonstrate how
2
to hop on one foot?
I look at my partner when
2
I speak.
Can you explain how to
3
make your bed?
I repeat or rephrase the
3
question.
Thinking Cards:
An Introduction
QUESTIONS:
EVALUATING
Which is your favorite
1 color? How does that color
make you feel?
RUBRIC:
REMEMBERING
1 I use complete sentences.
What do you like to do at
2
home and why?
I look at my partner when
2
I speak.
Which do you like best:
3
apples or bananas? Why?
3
I repeat or rephrase the
question.
Text of Where the Wild Things Are
by Maurice Sendak
Text of Where the Wild Things Are by Maurice Sendak
The night Max wore his wolf suit and made mischief of one kind and another his
mother called him “WILD THING!” and Max said “I’LL EAT YOU UP!” so he was
sent to bed without eating anything. That very night in Max’s room a forest grew and
grew – and grew until his ceiling hung with vines and the walls became the world
around and an ocean tumbled by with a private boat for Max and he sailed off through
night and day and in and out of weeks and almost over a year to where the wild things
are. And when he came to the place where the wild things are they roared their terrible
roars and gnashed their terrible teeth and rolled their terrible eyes and showed their
terrible claws till Max said “BE STILL!” and tamed them with the magic trick of staring
into all their yellow eyes without blinking once and they were frightened and called him
the most wild thing of all and made him king of all the wild things. “And now,” cried
Max, “let the wild rumpus start!” “Now stop!” Max said and sent the wild things off to
bed without their supper. And Max the king of all the wild things was lonely and
wanted to be where someone loved him best of all. Then all around from far away
across the world he smelled good things to eat so he gave up being king of where the
wild things are. But the wild things cried, “Oh please don’t go—we’ll eat you up – we
love you so!” And Max said, “No!” The wild things roared their terrible roars and
gnashed their terrible teeth and rolled their terrible eyes and showed their terrible claws
but Max stepped into his private boat and waved good-bye and sailed back over a year
and in and out of weeks and through a day and into the night of his very own room
where he found his supper waiting for him and it was still hot.
RBT: Remembering
RUBRIC:
REMEMBERING
QUESTIONS:
REMEMBERING
1. WHAT is the title?
2. WHEREdidthestory
takeplace?
3. HOW didthestoryend?
1
I use complete
sentences.
2
I look at my partner
when I speak.
3
I repeat or rephrase the
question.
RBT: Understanding
QUESTIONS:
UNDERSTANDING
1 WHAT is the main idea?
HOW would you compare
2 this story with the story you
read yesterday?
CAN you explain what
3
happened at the beginning?
RUBRIC:
UNDERSTANDING
I use complete
1
sentences.
2
I include 2-4 facts.
3
I repeat or rephrase the
question.
RBT Application
QUESTIONS:
APPLYING
HOW wouldyousolve
1. theprobleminthe
middleofthestory?
2 SUMMARIZE the story.
HOW is this story
3
different than your life?
RUBRIC: APPLYING
1
I use complete
sentences.
2
I include 2-4 facts.
3
I repeat or rephrase
the question.
RBT: Analyzing
QUESTIONS:
ANALYZING
CAN you identify the
1 beginning, middle, and end
of the story?
WHAT conclusions can
2 you draw from the way the
story ended?
WHY do you think the
3 author chose this setting for
the story?
RUBRIC: ANALYZING
1
I use complete
sentences.
2
I include 2-4 facts.
3
I repeat or rephrase the
question.
RBT Evaluating
QUESTIONS: EVALUATING
1
Do you agree with the actions
of the main character?
What choice would you have
2 made if you were the main
character?
Would the story be better if
3 the main character was your
teacher?
RUBRIC: EVALUATING
1
I use complete
sentences.
2
I include 2-4 facts.
3
I repeat or rephrase the
question.
RBT: Creating
QUESTIONS: CREATING
RUBRIC: CREATING
How would you improve
the ending?
1
I use complete
sentences.
What could be combined to
2
make the ending happier?
2
I include 2-4 facts.
3
I repeat or rephrase the
question.
1
Add a new character and
3 tell how the story is
changed?
Creating your own
Thinking Cards
QUESTIONS:
REMEMBERING
RUBRIC:
REMEMBERING
1
1
2
2
3
3
Revised Bloom’s Taxonomy
Creating your own
Thinking Cards
QUESTIONS:
REMEMBERING
RUBRIC:
REMEMBERING
1
1
2
2
3
3
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!
Create and Foster Thinking!
Model the Transformation of
Thoughts into Words!
Model the Articulation and
Amplification of Language!
Establish the Expectation that ALL
students Amplify Language!
Complex Thinking Leads to
Sophisticated Language!
Taking your pulse
Ah…hah!
I wonder?????
Virginia.cardenas@dpi.nc.gov