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Website: www.partnerinedu.com Dr. Dea Conrad-Curry Partner in Education Email: [email protected] REFLECTING ON TEACHING & LEARNING IN A COMMON CORE CLASSROOM Follow me on Twitter @doctordea

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Page 1: Website:  Dr. Dea Conrad-Curry Partner in Education Email: dea@partnerinedu.com REFLECTING ON TEACHING & LEARNING IN A COMMON CORE

Website: www.partnerinedu.com

Dr. Dea Conrad-CurryPartner in Education

Email: [email protected]

REFLECTING ON TEACHING & LEARNING IN A COMMON

CORE CLASSROOM

Follow me on Twitter @doctordea

Page 2: Website:  Dr. Dea Conrad-Curry Partner in Education Email: dea@partnerinedu.com REFLECTING ON TEACHING & LEARNING IN A COMMON CORE

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READING TO LEARN AND CONFIRM

What I think I know

Details that confirm my knowledge

Details that inform

misconception

Details that build new knowledge

Questions and answers about text information

Q: Q: Q: Q:

A: A: A: A:

© 2013 Partner in Education

Page 3: Website:  Dr. Dea Conrad-Curry Partner in Education Email: dea@partnerinedu.com REFLECTING ON TEACHING & LEARNING IN A COMMON CORE

Morning Objectives

Slide Copyright 2013 Partner in Education

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Reading to Learn & Confirm Adaption on the KWL

Reflect on yesterday’s lesson Alpha / Delta

Critiquing Instructional Videos Using Context Clues to Teach Vocabulary

Skills

Page 4: Website:  Dr. Dea Conrad-Curry Partner in Education Email: dea@partnerinedu.com REFLECTING ON TEACHING & LEARNING IN A COMMON CORE

Thoughtful Planning Less teacher talk/More student interaction

Useful Organizers Students reading independently

Explicit Modeling of Graphic Organizers

“I can” Statements /Posted Standards

Students writing independently (WA.10)

Students referencing text (RA.1)

Students working collaboratively

ALPHA / DELTA

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A Δ

Page 5: Website:  Dr. Dea Conrad-Curry Partner in Education Email: dea@partnerinedu.com REFLECTING ON TEACHING & LEARNING IN A COMMON CORE

ALPHA / DELTA

© 2013 Partner in Education

A Δ

Page 6: Website:  Dr. Dea Conrad-Curry Partner in Education Email: dea@partnerinedu.com REFLECTING ON TEACHING & LEARNING IN A COMMON CORE

Group and Debrief

© 2013 Partner in Education

Reading teachers: 6, 7, 8 Writing teachers: 6, 7, 8

Purpose setting questions: What challenges do the Common Core

Standards present to your teaching style?What challenges do the Common Core

Standards present to facilities and/or materials? What solutions could you suggest to resolve or

mediate the challenges?

Page 7: Website:  Dr. Dea Conrad-Curry Partner in Education Email: dea@partnerinedu.com REFLECTING ON TEACHING & LEARNING IN A COMMON CORE

Reading Anchor Standard 4

© 2013 Partner in Education

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

Page 8: Website:  Dr. Dea Conrad-Curry Partner in Education Email: dea@partnerinedu.com REFLECTING ON TEACHING & LEARNING IN A COMMON CORE

Grade 6

Evidence-

Based

Selected-

Response from

Narrative

Writing Task

Slide Copyright 2013 Partner in Education

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Page 9: Website:  Dr. Dea Conrad-Curry Partner in Education Email: dea@partnerinedu.com REFLECTING ON TEACHING & LEARNING IN A COMMON CORE

Grade 6:

Technology-

Enhanced

Selected-

Response Item

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Slide Copyright 2013 Partner in Education

Page 10: Website:  Dr. Dea Conrad-Curry Partner in Education Email: dea@partnerinedu.com REFLECTING ON TEACHING & LEARNING IN A COMMON CORE

VOCABULARY ACQUISITION

Stages of word knowledge (Dale 1965)

Never saw it before

Heard it—no knowledge of meaning

Recognizes in context

Knows it well: uses in conversation and or writing

Teaching Connotation

POSITIVE CONNOTATION

NEGATIVE CONNOTATION

NEUTRAL CONNOTATION

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Page 11: Website:  Dr. Dea Conrad-Curry Partner in Education Email: dea@partnerinedu.com REFLECTING ON TEACHING & LEARNING IN A COMMON CORE

11 © 2012 Partner in Education

1.Definition or explanation clueThe periphery or outer region, of the river was littered with container trash from the nearby factories.2.Example clueLike road banks along an interstate highway, the periphery of the river was littered with container trash from the nearby factories. 3.Restatement or synonym clueThe periphery or bank of the river was littered with container trash from the nearby factories.4.Contrast or antonym clue The periphery of the river, unlike the water that flowed within its banks, was littered with container trash from the nearby factories.5.Inference through general context clueThe periphery of the river was littered with container trash from the nearby factories while the fast moving water appeared clear of debris.6.Internal clues: afixes, prefixes, suffixes (http://www.unit5.org/villhauer/index.htm)

The periphery of the river was littered with container trash from the nearby factories.

6-Types of Context Clues

Page 12: Website:  Dr. Dea Conrad-Curry Partner in Education Email: dea@partnerinedu.com REFLECTING ON TEACHING & LEARNING IN A COMMON CORE

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NAME ______________________ TEXT ______________________ PAGES _______ DATE _______

WordNever Heard

Heard or Seen

Connotation How I define this word I use this

word!

periphery

gallimaufry

noxious

precocious

decorum

nefarious

erudition

How Well Do I Know These Words? Thinking about words before learning them makes connections that will help me remember.

© 2012 Partner in Education

Page 13: Website:  Dr. Dea Conrad-Curry Partner in Education Email: dea@partnerinedu.com REFLECTING ON TEACHING & LEARNING IN A COMMON CORE

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How do Context Clues Help Build Word Meaning? Thinking about my thinking about words.

© 2012 Partner in Education

Page 14: Website:  Dr. Dea Conrad-Curry Partner in Education Email: dea@partnerinedu.com REFLECTING ON TEACHING & LEARNING IN A COMMON CORE

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1. The periphery of the river was littered with container trash from the nearby factories while the water that rushed downstream was clear.

2. The family history was a gallimaufry of personalities: liars and thieves, business tycoons and entrepreneurs, musicians and actors.

3. The river was full of noxious materials such as cleaning agents from factories and pesticides from the nearby farms.

4. This third grade was full of precocious children, youngsters who were advanced beyond their years.

5. Unlike dressing for a Halloween party or other holiday costume soiree, when attending an office party you should behave with professional decorum.

6. Some may not approve of the governor’s unethical behavior, but to describe him as nefarious is to go a bit far.

7. Although her father was the college president, most credit her advancement at the university to erudition; all acknowledge that ignorance does not go far in higher education.

Teacher Created Context SentencesHow does context help build word meaning?