1.Teaching Studentsin a Common Core World Keith Pruitt, Ed.SWords of Wisdom E Educational Consultingwww.woweducationalconsulting.com

2. Papa, theyregoing to like this! 3. To be successful all students need the same skill sets regardless ofwhat they bring to the table.Common Core State Standards areabout providing the same level of expertise to every student. 4. 2 Minute Word Drill Make as many words as possible in 2minutes from the following word. Use each letter only once in each word. Emancipation 5. What is theLesson of the video?Turn and Talk 6. Im now going to tell you everything I know about life.This wonttake long. 7. Different Views of CCSS 8. Different Views of CCSS 9. Different Views of CCSS 10. But I want to suggestthat the real message isit is time to focus onthe real issue ofeducation. 11. It is time to change school Culture from a culture ofTeaching to a culture ofLearning.DuFour, Aker, DuFour- On Common Ground (2005) 12. the standards define what all studentsare expected to know and be able to do,not how teachers should teach (2010a, 6) 13. CCSS Teach to depth ofunderstanding. Equal emphasis onreading and writing Reading complex text Intellectual growth isa process over time Learning should beacross the curriculumPathways to the Common Core 14. It becomes about Teaching children how to learn 15. What do you knowabout Common CoreState Standards?Turn and Talk 16. True or False?1. Common Core places great emphasis on phonics instruction.2. Common Core is a curriculum teachers are to use.3. Common Core only teaches academic vocabulary.4. Common Core requires using a certain textbook.5. Common Core has science and social studies standards. 17. Comprehension and CloseReading Looking at Text Differently 18. What IsComprehension? 19. Reading, in theCommon Core, ismaking meaning. Calkins, et al, Pathways to Common Core, p. 25 the Common Core deemphasizes reading as a personal act and emphasizes textual analysis. (p.25)the meaning of texts resides in the interaction of thereader with the text.Louise Rosenblatt (1995) Literature as Exploration as quoted in Pathways to Common Core 20. Old Structure versus Common CoreHere is the conversation of Here is the Conversation ofComprehension as traditionally taught Comprehension based on Common Core Who were the main What descriptions are usedcharacters in Charlottes by the author to indicateWeb?that Wilbur is growing Where did they live?lonelier at the Zuckerman When animals are givenfarm?human characteristics it is What is the main point ofcalled _______________. the friendship of Charlotte Can you think of a time and Wilbur?when animals influenced How does the author let ushow you felt aboutknow that Fern has grownsomething?disinterested in Wilbur? 21. Common Core Literature StandardsKey Ideas and Details6th Grade 7th Grade 8th Grade1. Cite textual evidence to 1. Cite several pieces of 1. Cite the textual evidencesupport analysis of what thetextual evidence to that most strongly supportstext says explicitly as well as support analysis of whatan analysis of what the textinferences drawn from the the text says explicitly as says explicitly as well astext. well as inferences drawninferences drawn from thefrom the text.text.2. Determine a theme or 2. Determine a theme or 2. Determine a theme orcentral idea of a text andcentral idea of a text andcentral idea of a text andhow it is conveyed throughanalyze its development analyze its developmentparticular details; provide a over the course of theover the course of the text,summary of the text distincttext; provide an objectiveincluding its relationship tofrom personal opinions or summary of the text.the characters, setting,judgments.and plot; provide anobjective summary of thetext. 22. Common Core Literature StandardsKey Ideas and Details6th Grade 7th Grade 8th Grade 3. Describe how a particular 3. Analyze how particular3. Analyze how particularstorys or dramas plot elements of a story orlines of dialogue or incidentsunfolds in a series of episodes drama interact (e.g., how in a story or drama propelas well as how the characters setting shapes thethe action, reveal aspects ofrespond or change as the plot characters or plot).a character, or provoke amoves toward a resolution.decision.Integration ofknowledge and ideas7. Compare and contrast the 7. Compare and contrast a7. Analyze the extent to which aexperience of reading a story,written story, drama, or filmed or live production of adrama, or poem to listening to or poem to its audio, filmed, story or drama stays faithful toviewing an audio, video, or livestaged, or multimedia version, or departs from the text orversion of the text, includinganalyzing the effects of script, evaluating the choicescontrasting what they see and techniques unique to eachmade by the director or actors.hear when reading the text to medium (e.g., lighting, sound,what they perceive when theycolor, or camera focus and angleslisten or watch.in a film). 23. Comprehension in Content InstructionOur Nations History, by John Napp and Wayne King, published byMedia Materials 24. A Different Type of Questioning1. How did the successes of the western campaign impactLincolns choices regarding leadership of the Union army?2. What was an advantage that the Confederacy had over the Union in the Civil War?3. What was the legal precedent Lincoln used for Emancipation of the slaves?4. Why was Lees surrender the death nail of the southerncause? 25. A New Type of Questioning Requires New Types ofResources in the ClassroomIn the old classroom wewould have dependedalmost completely on atextbook. 26. The NewDynamic 27. What Level of Comprehensionis Active in This?Martin dining room front door over mainentrance partook ignited flames sanguinefaces rebel Dean. 1. You have understanding of each word. 2. Perhaps background knowledge createsschema connections. 3. But is this comprehensible input at thesentence level? Word level? 28. What is the level ofUnderstanding Here?A related observation about the F distributionis that it is positively skewed, not symmetricas are z and t. This is because F is alwayspositive: It is the ratio of variances, both ofwhich are positive, so F itself must bepositive. There is no left-hand tail of Fbecause the F distribution ends abruptly at0.Russell T. Hurlburt (2003). Comprehending Behavioral Statistics. Thomson: Australia, p. 336. 29. Can You Read This?fi yuo cna raed tihs, yuo hvae a sgtrane mnid tooCna yuo raed tihs? Olny 55 plepoe out of 100 can.i cdnuolt blveiee taht I cluod aulaclty uesdnatnrd waht I wasrdanieg. The phaonmneal pweor of the hmuan mnid,aoccdrnig to a rscheearch at Cmabrigde Uinervtisy, itdsenot mtaetr in waht oerdr the ltteres in a wrod are, theolny iproamtnt tihng is taht the frsit and lsat ltteer be in therghit pclae. The rset can be a taotl mses and you can sitllraed it whotuit a pboerlm.. Tihs is bcuseae the huamn mniddeos not raed ervey lteter by istlef, but the wrod as a wlohe.Azanmig huh? yaeh and I awlyas tghuhot slpeling wasipmorantt! 30. Jamikas StoryWhat is Involved In Comprehension? What Does it Mean to Understand?Making Sense of text based onauthors intention and message.Understanding how the wordsinterplay to relay a message.To exercise intellectual muscleTo connect with a text in ameaningful way 31. As students attempt tomake sense of whatthey are reading, it may seem rather difficultkind of like a comedy in fact. 32. What impacts do these have oninstruction in the classroom?What changes should be made?How will these impact what wedo with special populationstudents?Turn and Talk 33. Implications Emphasis is now on critical analysis of text and not merelyfoundational skills of decoding. Teachers may need to retool to build capacity for drillingdeeper into text. Students will need explicit instruction in deeper, closer readingand thinking at higher levels of comprehension. Teachers will have to examine closer the text to assure studentscan actually practice on these texts. Social Studies and Science teachers need to understand howthis applies in informational text as well. Students will need lots of texts (5-7 books/week) 34. The Greatest Condition to Guarantee Student SuccessLots and Lots of Practice Outliers, study by Malcolm Gladwell (2008)of conditions to lead toextraordinary success the unifying factor betweenpiano players, NBAplayers, programmers, etc.was HOURS OF PRACTICE 10,000 hours of Practice 35. How much time will the average studentthemselves spend reading in the classroom in one year? 36. That means the average child in an American school will spend less time engaged in reading in a year than theaverage High School football team willspend practicing in one week! 37. Qualitative Factors Are meanings explicit or implicit? Does the text structure follow conventional orunconventional formats? Literal, figurative or domain specific language? Are knowledge demands common orspecialized?From Pathways to Common Core, p 35 38. Quantitative Measures A measure that takes into account word length,frequency, sentence length, cohesion. Several frameworks might be considered includingFlesch-Kincaid test, Dale-Chall Readability Formula,Lexile Framework for Reading The CCSS seems to lean toward Lexile Levels but doesnot exclude other systems. 39. Common Core has moved higher the complexity of text that children should bein during these grades. Common Core makes no specific allotment for utilizing Vygotskys Zone ofProximal Development. 40. Reader and Task Considerations Readers motivation to comprehend thetext Familiarity with language Prior knowledgethe expectation that educators will employprofessional judgment to match texts to particularstudents and tasks (CCSS 2010b, 7) 41. Strategies for Working with Complex TextRead aloud the first chapter of a book and discussAudio Version Introduce the book andgive clear indication ofwhat the students shouldobserve Partner Reads 42. Magazines, Multilevel text,newspapers, real lifeAlternative Texts suchas graphic novels 43. Using Leveled Text 44. A pedigree is a useful tool for a geneticist.Sometimes a geneticist needs to understand whohas had a trait in a family over severalgenerations to determine its pattern ofinheritance. A geneticist determines if a trait isrecessive, dominant, sex-linked, or has someother pattern of inheritance. When geneticistsunderstand how a trait is inherited, they canpredict the probability that a baby will be bornwith a specific trait. (Page 248, Tennessee Science, Grade 7,Glencoe Science, National Geographic, 2010) What problems are posed by this text? 45. TEXT COMPLEXITYAND THE ELLSTUDENT 46. A glance at current efforts to mapthe CCSS onto curriculum, or at thedesign of sample units, suggests thatthere is little understanding in ourcommunity of the role played bylanguage in the process of attainingliteracy. Fillmore & Fillmore, What Does Text Complexity Mean for EnglishLearners and Language Minority Students? Stanford University 47. Fundamental Problems1. Substantial differences between spoken English and written English.2. Vast difference between conversational language and academic language.3. The structural change from primary text designed to teach reading to intermediate text design for learning of information.4. The literacy learning of most Els does not provide them with the proper foundation for working with complex text. 48. WHILE confined here in the Birmingham city jail, I came across your recent statementcalling our present activities unwise and untimely. Seldom, if ever, do I pause toanswer criticism of my work and ideas. If I sought to answer all of the criticisms thatcross my desk, my secretaries would be engaged in little else in the course of the day,and I would have no time for constructive work. But since I feel that you are men ofgenuine good will and your criticisms are sincerely set forth, I would like to answer yourstatement in what I hope will be patient and reasonable terms.I think I should give the reason for my being in Birmingham, since you have beeninfluenced by the argument of outsiders coming in. I have the honor of serving aspresident of the Southern Christian Leadership Conference, an organization operating inevery Southern state, with headquarters in Atlanta, Georgia. We have some eighty-fiveaffiliate organizations all across the South, one being the Alabama Christian Movementfor Human Rights. Whenever necessary and possible, we share staff, educational andfinancial resources with our affiliates. Several months ago our local affiliate here inBirmingham invited us to be on call to engage in a nonviolent direct-action program ifsuch were deemed necessary. We readily consented, and when the hour came we livedup to our promises. So I am here, along with several members of my staff, because wewere invited here. I am here because I have basic organizational ties here.Beyond this, I am in Birmingham because injustice is hereLetter from a Birmingham Jail, Martin Luther King, Jr. 49. On page 5 of the CCSS document, the anonymous writers state that a significant body of research links close reading regardless if the student is a strugglingreader or advancedto significant gains yet most ofthe students cited are from college and high school. They ignore the body of research in regards to textdifficulty and instructional leveled text. 50. Furthermore, PARCC speaks specifically to the questions of students who may be unable to read within the text complexity bands bysaying flexibility is built in for educators to build progressions of more complex textswithin grade bandsthat overlap to a limiteddegree with earlier bands, but reading texts from the appropriate band lies at the core ofthe Model Content Frameworks. (2011, 6) 51. In order to be successful,Setting a Purposethis method of usingcomplex text must becoupled with a profoundVisual Literacyamount of scaffolding forstudents. In order forteachers to be effective Pre-teaching of vocabularywith students, capacitymust be built allowing forteacher implementation.Contextualization of meaning 52. Dallas PonyboyJohnnyS.E.Hinton, author CharactersWho?Why?What?Gangs How?The Outsiders Where?WhenThis shows how to use a graphic web to discuss a piece of literature visually. 53. What Students Should Do in MakingMeaning1. Students should carry meaning across the whole story.2. Operate on the basis of what does the text tell us.3. Understand words based on context.4. Comparative analysis is a focal point of CCSS.5. If you are using limited targeted text provided by a basal, you will have difficulty with CCSS. 54. Implications for Implementation Determine where students are with needsassessment Insure practices are moving students forwardthrough alignment of methods with content Make sure there is plenty of time for studentreading Offer student choice for reading Offer explicit reading skill instruction Have students take ownership 55. Lets Develop AnAssessmentEach table will receive atext. Go through and place ahigher level textdependent question that students must stop andanswer. 56. Obstacles for Informational Text1. Not enough exposure to non- fiction2. Reading is at frustration level3. Engage with text in wrong manner Just the facts4. Little Choice given students5. Teacher tells what should know 57. 1. More High Interest2. Do more in content classes3. Match text to childrens ZPD4. Move students up the gradient. 58. Text SetsThe Teachers College of Columbia UniversityReading and Writing Project under thedirection of Lucy Calkins has created Text Setsboth in Literature and Informational Texts thatare available athttp://tc.readingandwritingproject.com/ 59. Teaching Vocabulary in aCommon Core World Getting at the heart of CommonCore Vocabulary Instruction 60. Determine or clarify themeaning of unknown andVarious aspects of CCSSmultiple-meaning words Anchorand phrases by using Standards K- context clues, analyzing 12 meaningful word parts, and demonstrateconsulting references the Demonstrate importance ofunderstanding of word word relationships knowledge. Acquire and use academic A.4-6words 61. Anchor Standards 6-12Reading Show Vocabulary Key Ideas andDetails 4. Interpret words and phrases Craft and as they are used in a text,Structure including determiningtechnical, connotative, and Integration offigurative meanings, andKnowledge andanalyze how specific wordIdeaschoices shape meaning or tone. Text Complexity 62. Lets See How Vocabulary is handled atgrade level 63. Areas with Emphasis forVocabulary1. Literature2. Informational Text3. Foundational Skills4. Writing5. Language 64. Literature 6-8Craft and Structure6th grade7th Grade 8th Grade Determine the Determine the meaning Determine the meaning meaning of words andof words and phrasesof words and phrases phrases as they are as they are used in a text, as they are used in a text, including figurativeincluding figurative used in a text, and connotative and connotative including figurativemeanings; analyze the meanings; analyze the and connotative impact of rhymes andimpact of specific word meanings; analyze the other repetitions ofchoices on meaning and impact of a specificsounds (e.g., alliteration) tone, including analogies word choice onon a specific verse oror allusions to other meaning and tone..stanza of a poem or texts. section of a story or drama. 65. Informational Text 6-8Craft and Structure6th grade7th grade8th grade Determine the Determine theDetermine the meaning of wordsmeaning of words and meaning of words and and phrases phrases as they arephrases as they used in a text,are used in a text, as they are used in including figurative,including figurative, a text, including connotative, and connotative, and figurative, technical meanings;technical meanings; connotative, andanalyze the impact ofanalyze the impact of technical meanings. a specific word choice specific word choices on meaning and on meaning and tone, tone.including analogies orallusions to othertexts. 66. What Happened ToWriting? 67. So we have seen WHATwe are to do lets lookat how we do it. 68. How Is Schema Created?What Comes to Your Mind When You Think of Dog Bridge Statue Man How about when I spell this word? 69. The Work of J R AndersonDiscardsORSensory Working PermanentMemoryMemory Memory FilesAnderson, J.R. (1995). Learning and memory: An integrated approach. New York: JohnWiley & Sons 70. Learn new vocabulary by creating schemathat connects with what is already known.(Beck, McKeown, Kucan and Marzano)What words come to yourmind as you look at thispicture? Turn and Talk 71. How About Now? What Schema Do You Have For This Picture? Can you transfer your learning? Can you adopt new schemes for this if I give you information? 72. What comes to mind whenyou hearhot young stallions 73. Now Lets Look At HarderConcepts Find a partner: Discuss how you would goabout explaining to students the followingconcepts:LIBERTYPhotosynthesisCell 74. Is This Liberty? 75. Making Learning MoreConcrete 76. Do We Need To Teach Vocabulary? Provide explicit vocabulary instructionand strategies to help students becomeindependent vocabulary learners. Teachers should provide explicit vocabularyinstruction both as part of reading andlanguage arts classes and as part of contentarea classes such as science and socialstudies. Doing What Works, Department of Education http://dww.ed.gov/practice/?T_ID=23&P_ID=59 77. Beck, McKeown, Kucan Vocabulary must first be orally introduced. Vocabulary is not grade specific. Words must be explained, not defined. Must be contextualized. Multiple usages in a meaningful context (8-10). Create Schema (visual representation) Students reflect with each other Three Tiers of Vocabulary 78. Working With Vocabulary Explain Restate Show Discuss Refine and Reflect Apply and Learning GamesRobert Marzano, Building Background Knowledge 79. Explain Puttingwords in terms students already know.How would you explain to students the word opulent? 80. Your Turn Consternation Felicity Prodigy Bestial Rankle 81. Your Turn Consternation-a sense of amazement orconfusion Felicity-extreme happiness Prodigy-if someone is exceptionally talented,especially if young Bestial-acting savagely or like an animal Rankle-to cause someone to be irritated 82. Working With Vocabulary Explain Restate Show Discuss Refine and Reflect Apply and Learning GamesRobert Marzano, Building Background Knowledge 83. Using Vocabulary Journals Have students create journals Words Schema Explanations Reflections Consultations 84. Working With Vocabulary Explain Restate Show Discuss Refine and Reflect Apply and Learning GamesRobert Marzano, Building Background Knowledge 85. By creating the visual representation, they aremaking the learning concreteby making permanent memoryfiles. Why is this important? 86. Hooking The Learning Have you ever met someone and then five minuteslateryou couldnt remember their name? Have you ever met someone for the first time thatyou had talked with on the phone for a long timeonly to think, they dont look like what I thought? Do you think in images? Think about your husband or wife. Do you just dream in words, or do you createimages? 87. Do Not Under- estimate the power of a picture.The Heart of the TulipBy Keith Pruitt 88. Art by Keithantenna 89. ExaggerateBeck and McKeown, Elements of Reading Vocabulary, Steck Vaughn, 2004 90. The bear was very fatigued from walking so far.Fatigue 91. Working With Vocabulary Explain Restate Show Discuss Refine and Reflect Apply and Learning GamesRobert Marzano, Building Background Knowledge 92. Float the learning on a sea of talk. Linda Hoyt James Britton 93. The Beauty of Peer Collaboration 94. Working With Vocabulary Explain Restate Show Discuss Refine and Reflect Apply and Learning Games Robert Marzano, Building Background Knowledge 95. Reflection allows arefinement ofunderstanding. Itpermits the memoryfile to be adjusted toincorporate newunderstandings. 96. Working With Vocabulary Explain Restate Show Discuss Refine and Reflect Apply and Learning Games Robert Marzano, Building Background Knowledge 97. http://www.manythings.org/lulu/http://eslbears.homestead.com/Contact_Info.html 98. Games on Facebookhttp://puzzlemaker.discoveryeducation.com/ 99. http://www.discoveryeducation.com/free-puzzlemaker/?CFID=168810&CFTOKEN=14255240 100. Working with Vocabulary1. Explain2. Restate3. Show4. Discuss5. Refine and Reflect6. Application and Fun Building Background Knowledge, Robert MarzanoBringing Words to Life, Beck, McKeown, Kucan 101. TeachingPrefixesSuffixesAnd Roots Keith PruittWords of Wisdom Educational Consulting www.woweducationalconsulting.com 102. One way to greatly enlarge the vocabulary of students in very short order is through teaching prefixes, suffixes and root words.Knowledge of these areas will help to greatly expand student vocabulary. Lets first explore the nature of compound words. 103. Compound Words When we add two Apple + saucewords together, we Earth + quakeform compound words. Draw + bridgeThese may be easilytaught to students. Brain + storm Patricia Cunningham Basket + ballsuggests doing word Pan + cakessort activities by Ear + ringscategorizing Finger + printscompounds. 104. Prefixes Un-, re-, in-, dis- are the Start instruction withmost common prefixesun-and when students Read a selectionhave learned their Explain that un carriesmeanings, they canthe opposite meaninglearn more than 1500of the word to which itwords easily. is added. 105. Prefixes Unemployed UN- UncleUnstableWhich of these are Unbroken prefixes and which Unicorn are not? Unhealthy Unlucky United 106. Prefixes Rearrange Re- RefundReply Can mean back or again Review Which are these? And Refrigeratorwhich are not a prefix? Relocate Reporter Rewrite 107. Prefixes Do sorting exercisesIn- Dis-with prefixes, not prefixes including the Opposite or not, but irregular spellings.words with in are Inspireirregular Irrational Immigrant Improve Dislike 108. Prefixes Less common prefixesmisinforminclude in, mis, non, Insidepre, en, over, under. Preview Overdone Preteen Nonliving Nonrenewable Underhand Understand 109. Suffixes Often just called Fighterendings the most Foldercommon are s (plural Helpfulforms), er (relating to aperson or thing that Visitordoes something), ful, Doubtfulless, able, ible, ist. Powerless What do these words Suitablemean when the suffix is Gullibleadded? Persist 110. Suffixes Here are words using Here are words using fulless meaning without meaning full or having Do the same exercise with -ment, -ance, -ness, -tion. Write riddles of what word am in with several. I end in tion. We need to do this in math. What am I? 111. Roots Here are some common Micro=small Phon=soundroots and their Photo=lightmeanings. What words Port=carry, takecould be taught? Give Press=presstwo examples of each. Scrib=write Dict= say Sens=feel Duct=lead Spec=look Fac/fec=do, make Struct=build Ject=throw Tele=far Loc=place Tract=drag, pull Meter=measure Vis/vid=see Voc=voice, call 112. If we will spend just a fewmoments a day working with thesewords, we can seriously impact the knowledge base of each student.Keith Pruitt Words of Wisdom Educational Consultingwww.woweducationalconsulting.com 113. Teaching for Academic Successby Targeting VocabularyInstruction Keith Pruitt, Ed.S. Words of Wisdom Educational Consultingwww.woweducationalconsulting.com 114. The relationship betweenvocabulary knowledgeand academicachievement is wellestablished.-- Robert Marzano, BuildingBackground Knowledge, p 31 115. Grades 4-12Academic Difference50 Gap of 6,000 words4030Academic20Difference100Nagy & Herman, 1984, as Category 1 Category 2quoted in Marzano, 2004 116. A word is the term used to describethe label given to a packet ofinformation stored in our permanentmemories.Marzano, 2004, p32Nation insists that there are approximately 570academic words from the Coxhead List thatcoupled with the 2,000 most frequently usedwords from the General Service List thatconstitute 90% of the reading students are to do.As quoted by Lebedev, 2008, Pearson, Vocabulary Power 1 117. For the teacher, then, thesupreme task is to store as many wordsas possible into thepermanent memory of students. 118. One of the arguments for ________ in the first place had beenthat ________ would increase the wealth of the _____________And lessen her dependence on other nations. According to the__________ theory, she would prosper and grow strong by_________ more and more to __________ and _________ lessand less from them. Colonies would aid by providing a ______for her ___________ goods and a source of supply for ____________she could not produce at home. To get the full benefit, shewould haveto exclude ________ (as Spain had done) from her _______trade. The words in red are great Tier 2 words that can be emphasized for clarity. The blanks represent Tier 3 (Academic Language) that is absolutely necessary to make sense of the text. This is an American History Text. 119. One of the arguments for colonization in the first place had beenthat colonies would increase the wealth of the mother countryand lessen her dependence on other nations. According to themercantile theory, she would prosper and grow strong byexporting more and more to foreigners and importing lessand less from them. Colonies would aid by providing a marketfor her manufactured goods and a source of supply for raw materialsshe could not produce at home. To get the full benefit, she would haveto exclude foreigners (as Spain had done) from her colonialtrade.One could not access the text withoutthe vocabulary. But unless one has aschema for the words, it is like not havingthe words printed. 120. What is therelationshipbetween learningeveryday languageand academiclanguage? 121. So how would I use the idea of thematic instruction to teach vocabulary in a content? 122. NOAAUniverse today.comThe PowerfulForces of Nature ZMEScience.com Public domain 123. Step 1- Introduce the Big IdeaHow DoesNature Change the Earth around Us? 124. Step 2- Introduce the theme byintroducing the words you will study.ERUPTASH LAVATYPHOON HURRICANE PLATETREMOR MAGMA EPICENTEREARTHQUAKE STORM SURGE 125. Inclusion of vocabulary. Now wecan contextualize.We also now have supporting information that can lead to projects: Ring of Fire, Vesuvius We also can now link to career path by pointing students towww.usgs.gov where they canlearn how scientists work withvolcanoes, earthquakes, etc. 126. Wow, thats cool, dude. Ithink I might like to studyabout volcanoes. 127. The volcano Etna has been on Sicily for more than a million years, longer than human beingshave inhabited the Mediterranean. It has been erupting nearly continuously throughout 3500years of recorded history, since 1500 BCE, and doubtless for long before that.Etna has had hundreds of recorded major eruptions; another began with the eruptions of spring2001. And like the hundreds of times before, the local people responded in the ways theyalways have. But modern technologies have allowed them to respond a bit more effectively, andwith a bit less resignation, than before.Etna Then and NowEtna is such an important volcano that the ancients made it the home of Vulcan, blacksmith tothe gods. Like the personality of Vulcan himself, Etna is always unpredictable, often gloomy andirritated, sometimes dangerously angry, even on rare occasions playful. All of the seafaringpeoples of the ancient Mediterranean knew Etna as a steady beacon and landmark, loomingnear the strategic Strait of Messina at Sicilys eastern tip.People have always lived near Etna, even upon its sides. The same is true with volcanoes aroundthe world. After all, volcanic ash weathers into rich soil, and the risk of injury or death from aneruption is pretty small. On many volcanoes, you can live your whole life without witnessing aneruptionor if there is one, it wont destroy your part of the mountainside. Thats the kind ofrisk we all accept about the place we live, whether its prone toearthquakes, hurricanes, sinkholes, or landslides.The 2001 eruption of Etna made news not only because it was a great spectacle, but becausethere was human drama as well. The lava engulfed an important skiing and tourism center onthe mountain, the Rifugio Sapienza. Nowadays we dont just send prayers to our current gods, asthe ancients didalthough the archbishop of Sicily did just that in 2001. Today the Italianauthorities send bulldozers to throw up barriers to the lava. 128. Acting Against VolcanoesWeve tried other things against volcanoes, too, such as military bombing to divert lava flows. When a volcanothreatened the Icelandic town of Westmanneyjar in 1983, the main tactic was spraying the lava with seawater tofreeze it solid.But the first successful defense against a volcano was here in Catania, the city of half a million at Etnas foot. In1669, the Monti Rossi vent on Etnas southern flank began pouring out a river of lava uphill from Catania. The citysexisting walls held back the flood for a week. But after part of the wall gave way, the authorities built new walls inthe city streets that were effective against the lavas advance.Another tactic tried in 1669 was to break open the roof and sides of the lava tube feeding the flow. It was hopedthat this would cool and freeze the molten rock, as well as directing part of the flow elsewhere. The nearby town ofPatern felt so threatened by this measure, it sent out an armed force to stop the work crews.As a result, laws were enacted to forbid tampering with lava flows. These remained in effect until 1983, when moremodern techniques were allowed. So the bulldozers of today are still an experimental technology when it comes tofighting eternal Etna.Another experimental technology was tried at Etna in 2009: gas sampling by remote-controlled helicopter. TheScots geologist whose brainstorm that was won a Rolex Award for Enterprise in 2008. Remote-observationtechniques like this promise to spare volcanologists from some of the danger inherent in their work while helping ineruption forecasts.PS: The Etna eruption, among other things, produced a small quantity of Peles hair. This fine-fibered volcanic glassis more familiar from Hawaii, where the liquid basaltic lava is readily blown in the wind. 129. Step 6- Have students connect to media Step 7- Have students discuss theirlearning. 130. Step 8- Have students create from their learning.This is one of thefundamental elements of Common Core. 131. Why would we have students do anexperiment with earthquakes when we are studying volcanoes? 132. Step 1- Introduce the big ideaStep 2-Introduce wordsStep 3- Create BackgroundStep 4-Explore TextStep 5-Have students connect to textStep 6- Have students connect to mediaStep 7- Students discuss their learningStep 8- Students create from their learning 133. In following this methodology, students can learn inthe way the brain directs and learn ahost of vocabulary along the way.And most important, learning will befun. 134. Writing and the Common Core Expectations 135. writing is treated as an equal partner toreading, and more than this, writing isassumed to be the vehicle through which agreat deal of the reading work and thereading assessments will occur. Calkins, et al Pathways to the Common Core, p 102 136. Types of Writing in Common Core StateStandardsResponse to Literature Process Writing 137. Response to Literature Students will be expected to writeabout their reading experiences ondemand in a meaningful, clear, and concise manner pointing to clearevidence in the text to support theirwriting. 138. Clear Implications of Process Writing1. Three different types (Narrative, Persuasive/Opinion/Argu ment, Informational and Functional/Procedural Writing2. The bar is exceptionally high3. Writing happens often4. Based on strong rubrics 139. Miss Sadie no longer sits in her rocking chair on her porch on summer days. But I still can see her. The old chair squeaking with every sway of her big, brown body. Her summer dresses stained from cooking in her sweet smelling kitchen. I see her gray hair pulled back in that awful, yellow banana clip. Most of all, I hear that voice. So full of character and wisdom. (52)This is just a portion of anexemplar text. Can you guesswhat grade? 140. The ImportanceofMentor Text 141. A mentor piece is a shorttext or portion of a text usedas a support for the work weare trying to accomplish in theworkshop.Judy Davis and Sharon Hill, The No-Nonsense Guide to Teaching Writing, p10Pearsons From Reading to Writing capitalizes onconnecting reading and writing and usingmentor text. 142. Have students reflect on what they have read. Important to look at the vocabulary inthe reading. These become key writing transfers.Lets Write!!! Heres the model. 143. Harriet TubmanBy Eloise GreenfieldHarriet Tubman didnt take no stuffWasnt scared of nothing neitherDidnt come in this world to be no slaveAnd wasnt going to stay one eitherFarewell! she sang to her friends one nightShe was mighty sad to leave emBut she ran away that dark, hot nightRan looking for her freedomShe ran to the woods and she ran through the woodsWith the slave catchers right behind herAnd she kept on going till she got to the NorthWhere those mean men couldnt find herNineteen times she went back SouthTo get three hundred othersShe ran for her freedom nineteen timesTo save Black sisters and brothers(repeat first stanza) 144. Harriet TubmanBy Eloise GreenfieldHarriet Tubman didnt take no stuffWasnt scared of nothing neitherDidnt come in this world to be no slaveAnd wasnt going to stay one eitherFarewell! she sang to her friends one nightShe was mighty sad to leave emBut she ran away that dark, hot nightRan looking for her freedomShe ran to the woods and she ran through the woodsWith the slave catchers right behind herAnd she kept on going till she got to the NorthWhere those mean men couldnt find herNineteen times she went back SouthTo get three hundred othersShe ran for her freedom nineteen timesTo save Black sisters and brothers(repeat first stanza) 145. This exercise just showed anexample of how to use amentor text.Lets look at some other waysof using mentor text anddiscuss why mentor text areimportant. 146. The Importance of Mentor Text1. Serves as a starting gate for writing.2. Mirrors the expectation for the writing to be done.3. Serves as a point for mini- lessons, ie. Using adjectives effectively4. Gives students guidance for different genres and text types. 147. Next you will see apicture.With a partner, I wantyou to just list thethings you see in thispicture.You will only see thepicture for 5 seconds. 148. Take one of the detailsfrom the picture and witha partner tell each otherthe beginnings of a story.Now I want you to justmake some notes aboutwhat your partner toldyou. 149. My Minds EyeProjection Screen ImageThe Authors Words 150. My Minds EyeProjection Screen Image The Authors WordsHe sat close to the fire,his chin in his hand. Itwas dusk, and the dogslay beside him on thewarm hearthstones.--Sarah Plain and Tall, p.1 151. Every Sense Counts 152. Good writers are goodreaders. Notice howauthors craft theirwriting because I findgreat writingfascinating andbecause I am alwayslooking to become abetter writer.--Regie Routman, Writing Essentials p. 43 153. And the more experiencechildren have in readingand writing, the moremeaningful their writingbecomes. Growth inreading positively impactswriting, and growth inwriting positively impactsreading. --Regie Routman, WritingEssentials, P 120 154. The concept of a mentortext is important. A mentoris one whomodels, coaches, and liftsanother to higher levels.With that in mind, a mentortext must be chosencarefully to ensure that itcan establish a model ofquality writing that is worthyof guiding our learners. --Linda Hoyt, Interactive Read- Alouds Teachers Guide, 155. What Makes a Piece of Literature a Good Mentor Text?Engages students imaginations.The text is well written and provides manyopportunities to teach good writingpractices (Davis & Hill, p. 10)The text can obviously serve to helpstudents understand what is expected intheir writing. 156. Jayne Fisher 157. What major obstacles do youface as a teacher in engagingstudents in writing?Turn and Talk 158. Considerations in Writing Write Often, Model Often, Release Often Use a learning progression in working with writing (James Popham, 2007), building blocks Design a continuum of writing for assessment (www.readingandwritingproject.com) 1. Use an on demand benchmark to begin measure 2. Compare to your continuum 3. Monitor their progress over time compared to thecontinuum 4. End the year by an on demand piece and show theprogression Provide students with clear goals and effective feedback 159. Feedback Repetition Mistake Retry Practice Perfection 160. Writing withspecial populationstudents requires lots of modeling 161. First, students, tell me what yousee in the picture.CatsBirdsCarWindowNow, tell me what do you thinkthe cats may do?I think they go out window andeat the birds.I think the birds will fly awayI think the cats will watch thebirds. 162. Amanda was from India when the monsoon rains caused 1. What two new things hasgreat flooding.Amanda done in her newcountry that she neverAmandas family came to the United States when shedid in the old according towas twelve years old.the text?Amanda missed her friends and family very much when 2. What does the author sayshe first came to America. But she soon made newthat lets us know thatfriends.Amanda is happy in theUnited States?In American, Amanda was allowed to attend schoolsomething she had never done before. She really liked 3. How do we know how oldto learn and is a good student.Amanda was when shecame to the UnitedAmanda likes sports and likes to play basketball. ThisStates?was something she had never seen in her old country. 163. In Process Writing: 1. Target the instruction- dont try to get all the lions out of the jungle the first day2. Offer constant feedback, but let the children do the work (they dontlearn from what you do, but what they do)3. Use a writers workshop model with six trait writing 164. Pedagogy Suggestions1. Sentence strips, magnetic words, and tactile experiences are a great start.2. Drawing is writing. Have students tell you the story in dictation.3. For beginners, use lots of pictures to create the connection with stories and print.4. Target questions in texts for reading in order to connect with writings. Use sticky notes to place in text. 165. Thank You Keith Pruitt Words of Wisdomwww.woweducationalconsulting.com Join us on facebook