The ELA Common
Core Journey. . .
Claire Wick
Yvonne Harness
Oct. 22, 2013
http://www.youtube.com/watch?v=l-gQLqv9f4o
Thoughts for educators . . .
Today’s Goals
• To deepen understanding of teaching and learning with the
ELA Common Core Standards for K-5
• To debrief and share feedback about lessons in OEU 1
• To continue work on writing ELA Curriculum Companion
elements
Agenda
8:00-8:15 Welcome
8:15-9:00
Debrief/feedback OEU lessons
9:00-10:00
New Learning: Calkins Book (ch. 5)
10:00-11:30
Grade level CC work
11:30-12:00
LUNCH
12:00-12:45
Workshop)
Mini-lesson (Language/Word Study
12:45-2:45
Grade level CC work
2:45-3:00
Debrief/closure/next steps
8:15 Debrief Curriculum
Companion Implementation
• Talk with grade level partners.
• Reflect on implementation during past month.
Guiding Questions:
• What lessons are you currently teaching (e.g., OEU 1B)?
• What has gone well?
• What challenges or obstacles have you noticed?
• List vocabulary that requires clarification for understanding
the standards and/or instructional practices in CC.
• Each grade level will share out in whole group.
9:00 New Learning
Book Study: Calkins et. Al
• Ch. 5: Reading Informational Text (standards 2-9)
Conversation #1: pp. 88-91 (Current Challenges to
Implementing the Reading Standards for Informational Texts)
• Students are not reading enough nonfiction texts.
• Students are not reading “just right” informational texts.
• Students are not engaging with informational texts in the
appropriate way.
• Students have no choice in what to read.
9:00 New Learning
Book Study: Calkins et. Al
• Ch. 5: Reading Informational Text (standards 2-9)
Conversation #2: pp. 91-97 (Overcoming the Challenges to
Implementation)
• Get more high-interest nonfiction books into your classrooms.
• Infuse more information reading into content-area classes.
• Match your readers to nonfiction texts.
9:00 New Learning
Book Study: Calkins et. Al
• Ch. 5: Reading Informational Text (standards 2-9)
Whole Group Share:
• Share 1 “big idea” pertinent for your grade level from
Conversation #1.
• Share 1 “big idea” pertinent for your grade level from
Conversation #2.
10:00 Grade Level Work
Teams
CC Work Process
 Review OEU, Inquiry Module (IM) Overview, Essential
Questions
 Review Focus Standards and Reading Foundational Skill
Standards
 Create student learning targets for the IM using the
unpacked standards; document on Inquiry Module Map
 Identify lesson teaching points on Inquiry Module Map that
connect to the appropriate student learning targets
 Sequence the IM lesson teaching points and document in CC
Lesson Planning Tool
 Choose appropriate instructional materials for IM
Next Steps?
• Next Session: OCT. 22, 2013
Grade
Goals for Next Session
K
Complete the elements for 2A and start 2B
1
Finish 2A and complete 2B
2
Enter 2A, work on 2B and resources
3
Start 2A and 2B
4
Finish 2A and 2B
5
Put 2A, B, and C into CC; I can statements; share resources from OEU 1 and 2;
document year overview
10:00 Grade Level Work
Teams
• Continued Work on OEU 1 (all modules):
• What work is needed for you to teach the remaining modules
in OEU 1?
- Team goals?
• New Work on OEU 2
LUNCH
12:00 Mini-lesson
• Language/Word Study Workshop
Language Workshop/Word
Study
• Word Study involves students exploring the intricacies of
language across multiple genres including literature,
informational texts, and poetry. They investigate the meaning
and structure of words, and the conventions and forms of
written language.
• Language and Word Study gives students a chance to explore
the intricacies of language across multiple genres. They
investigate the meaning and structure of words and the
conventions of forms of written language. Spelling words are
generated from the weekly spelling principal and customized
to meet the needs of each individual. This block is about 15-20
minutes each day.
Language/Word Study
Workshop
• Learning about Words
• Foundational Skills
• Learning about Language
• Word meanings/vocabulary
CCSS: Foundational Skills/Word Study
• Often referred to as “Word Work”
• Standards are found in Foundational Skills
• Understanding and organization of basic features of print
(Print Concepts – Standard 1)
• Word patterns and parts and their use for decoding and
writing (Phonological Awareness – Standard 2)
• Letter sounds, vowels sounds, high frequency words ,prefixes,
suffixes, multi-syllable words (Phonics and Word Recognition
– Standard 3)
• Read prose and poetry with understanding and purpose
(Fluency – Standard 4)
Teaching Approaches:
Three Broad Areas
• Knowledge of an increasing core of high-frequency words
• Knowledge of letter-sound patterns
• Knowledge of a variety of strategies for solving words
Word Part Acquisition
Sequence
• We learn how to read and write words in a sequence
• Beginning consonants
• Final consonants
• Short vowels
• Consonant digraphs (sh, ch, th, etc.)
• Consonant blends (sl, st, dr, bl, fr, cr, sp, etc.)
• Long vowel patterns (final –e, ea, igh)
Word Sequence, continued
•
•
•
•
•
Complex consonants (tch, dge, scr,etc.)
Inflectional endings (-ing, -es, -ed, -ies, etc.)
Syllable junctures (-e dropping, doubling consonants, etc.)
Base words, prefixes and suffixes
Derivational endings (from Greek and Latin forms)
• From Words Their Way, Templeton et. al.
How We Teach the Foundational Skills
(acquiring words and word parts)
Common instructional categories to help students with word
part acquisition : (Cunningham, Phonics We Use)
1. High frequency words
2. Patterns within words
3. Visual checking: Spelling words with two or more patterns
4. Multi-syllable words
5. Cross checking
Segment 20 : Word Sorts (4 min.)
• Five Step Process
1.
2.
3.
4.
5.
Reread familiar poem
Listen for rhyming words
Locate rhyming words
Categorize the words by sound and visual patterns
Articulate the problem-solving process
Segment 21: Use Analogy to Solve
Words and Write New Words (6 min)
• Making Words
• Using Onset and Rime Patterns
• See Apprenticeship in Literacy, p. 90
Known Word Starts
Like (onset)
Known Word Ends
Like (rime)
New Word
ball
sack
back
boy
red
bed
book
pig
big
he
sad
had
cat
man
can
do
may
day
Segment 22: Using the Pocket
Chart to Categorize Words
• Beginning and Ending Patterns
• Use strategies to problem-solve in varied contexts
• Take common words for your grade level and go on a “writing
spree” using onset and rime patterns to make new words
• How can you use words on cardstock to create a pocket chart
activity?
Responding to
Demonstrations/Video Clips…
• What were students able (or not able) to do as a result of the
word work/vocabulary in the context of reading and writing?
• How did you see the teacher using word work/vocabulary as a
tool to help all students learn and apply new words
independently?
• How is word work/vocabulary integrated in the
reading/writing lessons you observed?
Language/Word Study
Workshop
• Learning about Words
• Foundational Skills
• Learning about Language
• Word meanings/vocabulary
Learning about Language
CCSS: Language Investigation
• What do we expect students to know and be able to do in
Language?
• Language Anchor Standards
• Conventions of Standard English
• Knowledge of Language
• Vocabulary Acquisition and Use
Strong relationship between vocabulary
and academic background knowledge
• Easier to understand information they may read
or hear about a topic
• 4500-5400 word difference in vocabulary
knowledge between high/low-SES students
grades 4-12
• Mid-SES 1st graders know 50% more words
-Nagy and Herman, 1984
Direct Approaches to Enhancing
Academic Background Knowledge
• Increase variety and depth of out-of-class
experiences
• Field trips to museums, art galleries
• Mentoring relationships
• More expert language user
• Leads to more experiences
-Marzano (2004) Building Background Knowledge for Academic
Achievement
What does it mean to know a word?
Learners move from not knowing a word, to being somewhat
acquainted with it, to attaining a deeper, richer knowledge
that allows them to use new words in many modalities of
expression.
- Camille Blackowicz and Peter Fisher,
Integrated Vocabulary Instruction (2005)
Levels of
Word Knowledge
I can use the word
I have a vague understanding of the word
I’ve heard that word before
I’ve never heard that word before
Vocabulary and the Common
Core Standards
Vocabulary is addressed in the CCSS for Language.
It will be items 4, 5,and 6 under Vocabulary
Acquisition and Use.
K-2(page 27)
3-5(page 29)
Common Core State Standards:
Language Investigation
• What do we expect students to know and be able to do in
Language/Word Study?
• Language Anchor Standards
• Conventions of Standard English
• Knowledge of Language
• Vocabulary Acquisition and Use
Direct Instruction of
Vocabulary- 6 Steps
• http://www.youtube.com/watch?v=-NMzKYWRBJg
1. Provide a description, explanation, or example of the new
term.
2. Ask students to restate the description, explanation, or
example in their own words.
3. Ask students to construct a picture, symbol, or graphic
representing the term.
4. Engage students periodically in activities that help them add
to their knowledge of the terms in their notebooks.
5. Periodically ask students to discuss the terms with one
another.
6. Involve students periodically in games that allow them to
play with terms.
Direct Instruction of
Vocabulary- 6 Steps
• http://www.youtube.com/watch?v=-NMzKYWRBJg
Marzano DVD: “A Six-Step Process for Teaching Vocabulary”
How do we plan for Language/Word Study
Workshop?
• Consider the OEU idea.
• Consider the Language standards that are identified as Focus
Standards (e.g., L.3.6 – Acquire and use accurately gradeappropriate conversational, general academic, and domainspecific words and phrases . . .)
• Reflect on the identified Lesson Teaching Points and Student
Learning Targets for a module
• Plan Language/Word Study Workshop mini-lessons after
reflecting on the above concepts
12:45 Grade Level Work
Sessions
CC Work Process
 Review OEU, Inquiry Module (IM) Overview, Essential
Questions
 Review Focus Standards and Reading Foundational Skill
Standards
 Create student learning targets for the IM using the
unpacked standards; document on Inquiry Module Map
 Identify lesson teaching points on Inquiry Module Map that
connect to the appropriate student learning targets
 Sequence the IM lesson teaching points and document in CC
Lesson Planning Tool
 Choose appropriate instructional materials for IM
Debrief/Closure
• Whole Group
• Report out work progress
• Document on “Parking Lot” any professional development
needs
Next Steps?
• Next Session: Nov. , 2013
• Read ch. 6 – Overview of the Writing Standards
Grade
K
1
2
3
4
5
Goals for Next Session