11. CCSS Pedagogy Verbs
Integrate
EvaluateÂ
Comprehend
Critique
Analyze - think analytically
Address a Question
Solve a problem
Conduct a short research
projects
Conduct sustained research
projects
Students generate questions
Explore a topic
Draw evidence from texts
Support analysis
Research and reflection
Gather information
Assess the credibility and
accuracy
Integrate information avoiding
plagiarism
Produce and publish writing
Interact and collaborateÂ
Debate
Write arguments to support
claims
Formulate an argumentÂ
Comprehend
Prepare and participate
effectively in conversations.Â
Build and express
persuasivelyÂ
Express information and
enhance understanding
12. â˘
â˘
Cl
Int ose
â˘
Kn egr rea
Pr ow atio din
dis odu ledg n o g
tri cti e a f
bu on nd
tio an id
no d
ea
s
fw
r it
ing
An EBC is:
An EBC is:
â˘Clearly presented
â˘Clearly presented
â˘Rises from close reading of text(s)
â˘Rises from close reading of text(s)
and details
and details
â˘An accurate, knowledgeable analysis
â˘An accurate, knowledgeable analysis
and-or conclusion
and-or conclusion
â˘Supported with credible, sufficient
â˘Supported with credible, sufficient
evidence
evidence
â˘Logically developed through quotes,
â˘Logically developed through quotes,
reference, facts, & citations
reference, facts, & citations
ed
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h
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ar r s al
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e nc c
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olllla or a mplex t tx xs
CCoabbor coomplex eet ts gy y
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ime
Muultime or allll learnr r t
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Suu
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18. Oral vs. Written
Oral language ::
Oral language
<7 words
<7 words
1 idea
1 idea
Poor grammar
Poor grammar
(Adams)
Written text:
Written text:
usually 15-25 words,
usually 15-25 words,
complex ideas,
complex ideas,
good syntax
good syntax
19. Research of the CCSSO
Marilyn Jager Rand
Oral language = 4th grade
Oral language = 4th grade
~ 10,000
~ 10,000
Number of words in popular
Number of words in popular
written = 1,000,000.
written = 1,000,000.
The fastest way
The fastest way
to grow
to grow
language is via
language is via
written formâŚ
written formâŚ
i.e. READING
i.e. READING
20. So how can I repackage
what we are doing to align
with CC and hyperconnection?
21. Raise the bar
Cool words to
impress your
friends
Embed vocabulary of the
discipline in your RUBRICS
ally, n
verb ect i
and exp
Demt you
â˘
ha n form.â
w e
mar
it t
wr
gram e
rect recis
Cor
â˘
est p
ugg
⢠S rds
wo
22. ⢠TIER 3 = DOMAIN
SPECIFIC WORDS
⢠TIER 2 = SAT
WORDS
Image: thefindrentals.com
⢠TIER 1 = EASY
ORAL LANGUAGE
23. ⢠WHAT IS YOUR CURRENT
VOCABULARY OF THE DISCIPLINE ?
⢠EXAMINE
⢠ACADEMIC VOCABULARY LISTâŚ
24.
25.
26. Precise words?
⢠I should have [thought of that ahead of time].
⢠The old house looked [worn out, broken down, and
awful.]
⢠He [really didnât want to do this] ď He was [?]
⢠He [drove faster and faster] .
⢠Those are [the people we are playing against.]
⢠[At the top of the mountain, we viewed the beautiful
site that was grand.] Re-write succinctly
29. From Appendix A:
Being able to read complex text independently and proficiently
is essential for high achievement in college and the
workplace and important in numerous life tasks. Moreover,
current trends suggest that if students cannot read
challenging texts with understandingâif they have not
developed the skill, concentration, and stamina to read
such textsâthey will read less in general. In particular, if
students cannot read complex expository text⌠they will
likely turn to text-free or text-light sources, such as video,
podcasts, and tweets. These sources, while not without
value, cannot capture the nuance, subtlety, depth, or
breadth of ideas developed through complex text.
30. Too Dumb for ComplexâŚ
Willingness
to probe
Capacity to
think deeply
Uninterrupted
thinking
www.ascd.org/publications/educationalleadership/feb11/vol68/num05/Too-Dumb-forComplex-Texts¢.aspx
SLOW
down
33. Close Reading
Read this as if:
⢠you were a pirate.
⢠you were the king.
Where do we see piracy
today?
If you were living in the
1600âs, would you be a
pirate?
Reading needs a purpose if
you want students engaged:
34. Reader & the task recipe:
Rigor & Relevance
Examine another explorer
of your choice, and
determine who would win
Survivor. What awards
would you give your
explorers?
Create a tweet log
for Shackelton.
What
recommendations
would you have for
him today?
42. ⢠How did (will) this book make you
smarter, richer, wiser, or more successful
in life?
⢠What indelible footprints did this person
leave on the world? How did this life
change history?
⢠Where is the âsuffrageâ in the world
today? Should America be concerned?
44. Start with Content
⢠Think about a content
area you would like to
plan a CCSS aligned
unit for?
⢠What would you like
you student to know
or be able to doâŚat
the end of the unit?
45. Early American Movers and ShakersâŚ
â˘
If your mover or shaker were alive today, what would their âVanity Plateâ read?
â˘
What would their resume look like?
Prepare a resume for your mover or shaker and be prepared to interview for a job.
Susan B. Anthony
Herman Melville
Sojourner Truth
William Lloyd Garrison
Vanderbilt
46. What would your patriot say to America today?
What is that
crazy
appendage
sticking out
of your ear?
Bail out the
banks?
Who is your
King?
(Use Blabberize or CrazyTalk to bring this to
life.) http://www.librarydoor.blogspot.com/
http://www.loc.gov/index.html
48. BiographiesâŚ
⢠If you could meet anyone from history, who would that be? What
would you ask them?
⢠What is the legacy (enduring footprint) that your person has left
behind?
⢠How was your person a change agent?
⢠What were the defining character traits of your person and how were
they used in his âjourneyâ to change something?
⢠How would history have changed if this person did not walk the earth?
52. "First grade writes a 1 page paper;
Second grade writes a 2 page paper; Third
grade writes a 3 page paper;
etc....building capacity to the secondary
level where they would be researchready."
60. Resources
â˘
â˘
â˘
â˘
â˘
â˘
IBrain: surviving the technological alteration of the modern mind. New York: Collins Living, 2008.
Print.
Carr, Nicholas G.. The shallows: what the Internet is doing to our brains. New York: W.W.
Norton, 2010. Print.
Jaeger, Paige. Marketing Information Literacy. School Library Media Activities Monthly Vol.
XXV, March 2009.
Library of Congress: loc.gov/
Twenge, Jean M.. Generation me: why today's young Americans are more confident, assertive,
entitled--and more miserable than ever before. New York: Free Press, 2006. Print.Small, Gary W.,
and Gigi Vorgan
Sprenger, Marilee. Educational Leadership: Focus on the Digital Brain. September 2009.
Editor's Notes
What worked 50 years ago, does not work today.
These shifts âlayerâ on top of the standards.
We cannot just talk about the standards or just shifts⌠they are WOVEN
Become familiar to be a building leader.
Gap analysisâŚTo ignore one is to ignore half of the Common Core. Get to know content, embrace the pedagogy shift. âTo treat CCSS as the same thing, is doing a disservice to your students.â
Ultimate Cliffâs Notes on the CCSS. Pedagogy verbsâŚ
Create a bookmark, or visit my blog and get the pre-printed bookmark that you could place in teachers mailboxes -- handoutâŚ
Oral sentences are usually less than 7 words, with 1 single idea, grammar ill,
Written sentences are usually 15-25 words long, complex and grammar precise.
Dilemma.. If we want kids to learn, we have to give them texts they can understand. BUT â I few restrict texts to understanding, they already know the words and we deny them the opportunity to learn new words.
Value words âŚwords = power words = money empowerment
Transliteracy will not build Dr., lawyers, actuaries, engineers, accountants, and other people who will achieve, invent, solve, etc .
Love word clouds. Kids love themâŚ. âA pictureâs worth 1000 wordsâŚâ
Look at these clouds for 10 seconds-- Now⌠look at them and tell me in the chat box, what âlibrary lingoâ do you see there?
-- Reading for meaning⌠Try again -- . What higher level Bloomâs words do you see? (PURPOSEFUL reading vs. reading) Did you read differently? Deeply? âŚâi.e. Shift 1:
I read it but I donât get itâŚ.
Inquiry promotes student âownershipâ â which makes it relevant to their lives.
When they are allowed to ask their own questions, they âownâ the investigation and they usually ask ârelevantâ questions to their life.
Relevance shift in the pedagogy⌠Away from recall ď relevance
99 Essential Question examples
What are ways to engage?
Visually infested generation⌠needs to strengthen the auditory modality.
READ â The CASE of the MISSING Diamond.