Connecting “Caldecotts” with the Common CoreMarch 27, 2014Dr. Lee-Anne Spalding & Dr. Elizabeth Hoffman

Common Core State Standards

• State-led, bi-partisan effort

• 45 states adopted

• Florida has adopted these standards; full implementation by 2014-2015

•“Three-Minute Video Explaining the Common Core State Standards” by CGCS http://vimeo.com/51933492

“The Common Core is not a curriculum. It is a set of standards around which curriculum can be

built.”

Roskos, K., & Nueman, S. (2013). Common core, commonplaces, and community in teaching reading. The Reading Teacher, 66(6), 469-473.

How complex are the texts suggested by the English language arts standards?The Common Core State Standards create a staircase

of increasing text complexity, so that students are expected to both develop their skills and apply them

to more and more complex texts. For more information on suggested texts, please see Appendix A, the

Supplement to Appendix A, and Appendix B.

Source: http://www.corestandards.org/about-the-standards/frequently-asked-questions/#faq-2324

Read-Alouds & the CCSS“[C]hildren in the early grades – particularly kindergarten through grade 3 – benefit from participating in rich, structured conversations with an adult in response to written texts that are read aloud, orally comparing and contrasting as well as analyzing and synthesizing…. By reading a story, or nonfiction selection aloud, teachers allow children to experience written language without the burden of decoding, granting them access to content they may not be able to read by themselves.” (Appendix A, p. 27)

National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors.

What types of texts are recommended for the English language arts standards?

The standards require that students systematically acquire knowledge in literature and other disciplines through reading,

writing, speaking, and listening. English teachers will still teach their students the literature and literary nonfiction texts that

they choose. However, because college and career readiness overwhelmingly focuses on complex texts outside of literature, these

standards also ensure students are being prepared to read, write, and research across the curriculum, including in history and science.

Source: http://www.corestandards.org/about-the-standards/frequently-asked-questions/#faq-2324

Randolph Caldecott Medal

The Caldecott Medal was named in honor of nineteenth-century English illustrator Randolph Caldecott. It is awarded annually by the Association for Library Service to Children, a division of the American Library Association, to the artist of the most distinguished American picture book for children. Source:

http://www.ala.org/awardsgrants/randolph-caldecott-medal-1

What’s the “CONNECTION”?

• Common Core Standards call for using complex text; including close reading of a variety of genres and the overall increase of reading stamina in our students to help create college and career ready individuals.

• The Caldecott Medal awards high quality children’s literature picture book illustrators the honor for amazing illustrations that aid the readers’ understanding of the text.

• Many of these text are considered complex text that can be used by classroom teachers to become proficient readers!

How do the CCSS determine text complexity?Three Factors of Text Complexity

Click below for a 19 minute Teaching Channel video on Simplifying Text Complexity:

Simplifying Text Complexity

Three Factors of Text Complexity cont.

What makes a text complex?

• Look at the books at your table.

• Pick a component to the right.

• Discuss with a partner.

• How complex is your text?

Six Types of Text-Dependent Questions

1. General Understanding: focus on entire text (main idea, arc of story, sequence of information, etc.)

2. Key Details: focus on key supporting details (who, what, when, where, why, and how) as well as nuanced details that add clarity

3. Vocabulary and Text Structure: focus on vocabulary (connotation and denotation) and structure

4. Purpose: includes not only author’s purpose but bias as well

5. Inference: requires students to understand how parts build to the whole

6. Opinions, Arguments, and Intertextual Connections: students argue a perspective utilizing evidence from the assigned text, other texts, experiences, and beliefs.

Teachers must have access to and be VERY familiar with a wide

variety of texts. Basal readers and textbooks will no longer suffice for

instruction!

Let’s take a look at some high quality text!

Source:http://www.ala.org/offices/search/site/book%2520links?f[0]=hash%3Am2c1r4