50 shades of the common core for ELA critical thinking for all 1

Fifty Shades of
The Common Core
NC State Reading Conference
March 16, 2014
by Jennifer Jones
K-12 Reading Specialist
Wake County, NC
www.helloliteracy.blogspot.com
www.hellojenjones.com




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The Common Core literacy Model
6
Ela Standard
Strands

Reading
Literature

The

Reading
Informational
Text
Speaking & Listening
Language
Writing

Foundational
Skills

Based on the Common Core ELA

3
ELA
Practices
Building knowledge
Through content
Rich non-fiction and
Informational text.
Reading, writing and
Speaking grounded in
evidence from the text
Regular practice with
complex text and
its academic
vocabulary

The


Anchor Standards for Reading
Literary Fiction & Informational Non-Fiction
1

Text-based understanding & comprehension

2

Central message/theme/BIG ideas

3

Characters/individuals across the text

4

Author’s Word Choice (syntax, figurative language use)

5

Close Analysis of Text (structure, features)

6

Point of View/Purpose

7

Content integration – Read & Research

8

Evaluate the Claims & Arguments of the Author (NF only)

9

Text to Text Comparison

10

Text Complexity

Key Ideas & Details Craft & Structure
Integration of Ideas


What the
Standards Do
Value in Reading
comprehension…


“close, attentive reading”…”critical
reading”… “reasoning and use of
evidence”… “comprehend, evaluate,
synthesize”… “understand
precisely…question…assess the
veracity” …. “cite specific evidence”
… “evaluate others’ point of view”…
“reading independently and
closely”…


What the
Standards DoN’t
Value in Reading
comprehension…

These phrases are NOT in the
Common Core…
make text-to-self connections,
access prior knowledge, explore
personal response, relate to
your own life…


Time – In & out of Text
More instructional time spent outside the text means less time inside the text.

Departing from the text in classroom discussion privileges only those who
already have experience with the topic.
It is easier to talk about our experiences than to analyze the text—especially
for students reluctant to engage with reading.

Image from www.zimbio.com




So What
Does this
all mean
for
My School?

Learning from the Guinea Worm Eradication



Vital (Teaching)
Behaviors

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Where Are You With T his?

Are Your Kids T here?


Clearly Understanding
Lower vs. Higher Level T hinking

the answer is already known


...and
communicating this
language WITH
students…


..and communicating
Clearly Understanding
Lower

vs. Higher
this
language
WITH Level T hinking
students

the answer is already known


….followed
by our
evidence
based
thinking,
tells others
the
rationale
for our
thinking.


Critical Thinking
Rubric