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THE READING STRANDS

OF THE COMMON CORE

November 6, 2015

The Reading Strands of the Common Core November 6, 2015

THE READING STRANDS OF THE COMMON CORE

In your own words: Welcome the participants and introduce yourself. Today we are going to learn about the reading strands of the Common Core, and practice creating questions aligned with the strands, so you can bring this practice to your daily interaction with students. Gain attention by highlighting importance of content to paraprofessionals’ working lives (Clark, 2014).

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Slide #1 Onscreen Content

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Interactivity / Navigation

1. Learn and describe the shorthand used to refer to standards. 2. Identify the strand being taught. 3. Create questions for a reading group aligned with strands.

OBJECTIVES

In your own words: This is what we will accomplish today. Read through the objectives. In order to accomplish this, we will…(navigate to next slide) By providing direction, i.e. stating objectives, participants are cued with a road map for what they are to accomplish, and can organize their thoughts about the new content (Clark, 2014). There are no graphics or multimedia. Since this screen is content dense, graphics would be distracting (Bixler, 2006).

Move on to next slide.


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Concept map - CCSS Shorthand & practice with shorthand Overview of structure of CCSS/ELA & the reading strands Practice identifying the strand Create comprehension questions Wrap-up

AGENDA

In your own words: Read through the agenda. Are there any questions? Continuation of the second event in Gagne’s Nine Events of Instruction – direction (Hodell, 2011). Again, with a content-heavy slide, graphics are not necessary (Bixler, 2006).



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Graphic of a sample concept map. The graphic will be replaced by a map drawn by the facilitator based on what learners share.

CONCEPT MAP

In your own words: In your packet is a space labeled “Concept Map.” Draw a web of your personal background knowledge of the CCSS. This will help me see what you already know, and what we can build on. Allow three minutes. Walk around and observe. Ask participants to share, and draw a group concept map on the SMART board. We will revisit this map at the end to wrap up. The third event in Gagne’s instructional model is stimulating recall of prior knowledge (Clark, 2014). This allows participants to build new understandings by connecting the content to their own knowledge

Animation: when facilitator clicks on the sample concept map, it disappears, allowing facilitator to draw a concept map of the group’s shared knowledge. This slide will be revisited at the end of the session. Move on to next slide.


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Photograph of bulletin board using shorthand.

CCSS SHORTHAND

Photograph from a bulletin board showing the shorthand way of naming standards. All bulletin board displays must include a description of the students’ work, including the CCSS standards targeted by the activity.

In your own words: One thing that will be helpful is understanding the shorthand that the writers created to identify the standards. There are three parts to the code used to identify the standards. The first part tells the strand or the category, the second tells the grade level, and the final tells the standard. Label the sections using different colored SMART board pens. Understanding the code will help paraprofessionals in their day-to-day work as they see curriculum materials and student work using the code to reference the CCSS/ELA. Participants will use this code in their assessments later in the training as well. In Gagne’s Nine events, this is step four: present the material (Clark, 2014).



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The shorthand exercise from the participant packet.

CCSS SHORTHAND EXERCISE

n/a

In your own words: Now it’s your turn to practice. Next in your packet is the shorthand exercise. Take two minutes to identify the strand, grade level, and standard, and jot it down on your paper. Walk around to observe. After time is up, review answers and take questions. We are ready to move onto look at the strands more closely. This is a formative assessment. Review the answers to check for misunderstandings before progressing as participants will use the shorthand in future exercises.

Animation: when facilitator clicks or taps on the slide the answer for the first example will appear. The facilitator will click or tap two more times to reveal the answers for the other examples. Move on to next slide.


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The diagram of CCSS/ELA will take up most of the screen. Below it will be a citation for and link to a YouTube video: Gen, R. (2014, January13). Common Core intro & reading literature standards [Video file]. Retrieved from https://www.youtube.com/watch?v=gfksOrQDw3Y

HOW ARE THE CCSS ORGANIZED?

Organizational diagram of the CCSS/ELA. This should resemble an upside down family tree, with each set of strands coming off of the central CCSS/ELA. Under the reading strand will be standards for literature, standards for informational text, and standards for foundational skills.

In your own words: This is how the CCSS/ELA document is organized. Under the umbrella of the literacy standards are the anchor standards for reading, writing, speaking & listening, and language. Today we are focusing on the reading anchor standards, specifically the K-5 standards for literature. This video does a good job explaining the anchor standards and the overall organization. You have a copy of the anchor standards and the literature standards. Feel free to take notes during this video. Click link to video. Each participant will have a hard copy of pages 10-12 of the CCSS/ELA, the pages that cover the anchor and literature standards. This step continues the presenting the materials phase of Gagne’s Nine Events (Clark, 2014). Before applying the standards, participants must know what the standards are.

On the bottom of the screen is a link to the YouTube video. After the video the facilitator will return this presentation to the screen. Move on to the next slide.


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https://www.youtube.com/watch?v=gfksOrQDw3Y

The following will appear inside the yellow shape: We are only focusing on the comprehension standards today. Anchor standard 10 refers to the range of texts students should read, not what they should understand.

FYI

This information is needed to clarify participants’ focus as the course progresses.

On the bottom of the screen is a link to the YouTube video. After the video the facilitator will return this presentation to the screen. Move on to the next slide.


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1. View sample lesson and identify targeted anchor standard. Link to video.

2. Go to Google Drive. 3. Open “The Standards in Action” document in the Shared with me

folder. The screen shot goes here. 4. With your group, view videos linked in the document and identify the

targeted anchor standard in your packet.

THE STANDARDS IN ACTION

Link to video of reading lesson. Screen shot of Google Drive with Shared with me folder highlighted to help guide participants in finding the location in Drive. The document will link to several videos of sample reading lessons. Videos will be filmed in-house.

We are going to view a reading lesson from one of our classrooms and try to identify the anchor standard that is the focus of the lesson. Click the link to view the video. After, return the presentation to the screen. In your groups you are going to practice identifying the targeted anchor standard in three different videos. Select the set of videos closest to your grade level. In your packet is a section called “The Standards in Action” to jot down your answers. Use the shorthand to write your answers. Allow approximately ten minutes. Observe groups and check for questions or misunderstandings. Move to next slide for review and discussion. This formative assessment falls under Application Feedback level 2 of Gagne’s Nine Events (Hodell, 2011). Participants are taking on more responsibility for applying and understanding the material. This activity leads into the final, summative assessment of the course.

There is one link on this page, leading to a video. After the participants have finished the exercise , move on to the next slide.


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What anchor standards were targeted in the video lessons? 1. Answers will show shorthand for anchor standard (ie., R.8) as well as the written standard. 2. 3.

THE STANDARDS IN ACTION, CONT.

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In your own words: Call on participants for responses. While each group viewed videos from different grade levels, the same anchor standards were featured in each video, i.e. the first videos were all the same standard, and likewise for the second and third videos in the sets. Are there any questions before we move on?

Animation: the facilitator will click or tap on the screen to show the answers to each of the three questions. Move on to the next slide.


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The following will appear inside the yellow shape: Standard 8 does not apply to literature.

FYI

This information is needed to clarify the next assessment.

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Create questions for a book group that you lead. Clip art of reading group.

PRACTICE WITH THE STANDARDS

In your own words: This is the time for you to apply what you’ve learned about the reading standards. Turn to the “Creating Questions” page in your packet and follow along with the directions. Read the directions. On your table are excerpts from texts that you will use to base your questions on. You should have one question for each standard, except R.8, and you can use your copy of the CCSS/ELA to help you. Allow five-ten minutes; observe participants to answer questions and give feedback. Now take five-ten minutes to share your questions with your group and offer each other feedback. This is the summative assessment, Application Feedback level 3 where learners take most of the responsibility for completing the task (Hodell, 2011). Participants receive feedback from the facilitator and from peers.



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1. Revisit your concept map and add to it based on your experience today. How will you use this knowledge?

2. Complete course evaluation. What follow up training or professional

development would you like?

WRAP-UP

In your own words: Restate the objectives to review what was accomplished. Please turn back to your concept map and take two or three minutes to add your new understandings to it. Think about how you will use this knowledge in your job. Allow two-three minutes. When completing the evaluation, think about what follow-up support you’d like: more training on leading reading groups, on informational text, etc. Please complete the evaluation and leave it on the table on your way out. The wrap-up provides closure by reviewing the lesson and prompting participants to transfer knowledge learned here to their real world jobs (Clark, 2014; Hodell, 2011). The wrap-up also gives some direction for the future by asking participants to think about what other development and training would be helpful.

While participants are revising their concept maps, return to the group concept map slide. End of presentation. Move onto image credits and references if time.


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Common Core State Standards Initiative logo courtesy of www.corestandards.org Weather Concept Map courtesy of www.k5geosource.org Reading group clip art courtesy of sdennels.edublogs.org Colorful speech bubble clip art courtesy of pixshark.com

IMAGE CREDITS

Image credits to comply with copyright law.

Move onto next slide.


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http://www.corestandards.org/

http://www.k5geosource.org/

Bixler, B. (2006). Instructional graphics. Retrieved from http://www.personal.psu.edu/bxb11/UsingMedia/graphics.htm Clark, D. (2014). Robert Gagne’s nine steps of instruction. Retrieved from http://www.nwlink.com/~donclark/hrd/learning/id/nine_step_id.html Gen, R. (2014, January 13). Common Core Intro & Reading Literature Standards [Video file]. Retrieved from https://www.youtube.com/watch?v=gfksOrQDw3Y Hodell, C. (2011). ISD from the ground up: A no-nonsense approach to instructional design. Alexandria, VA: ASTD.

REFERENCES

Reference list to comply with copyright law and APA requirements.

End of presentation.


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https://www.youtube.com/watch?v=gfksOrQDw3Y

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Documents

contentheavy slide

sample concept map

group concept map

reading strands practice

road map

importance of content

content dense

space labeled concept