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Nonfiction for Grades 6-12: Common Core Reading Standard #9

Nonfiction for Grades 6-12: Common Core Reading Standard #9 | SAU #48 Common Core Collaboration | Scoop.it

Reading Std #9 for grades 6-8:Compare/contrast texts on similar themes or topics.

 

Have students compare the scope, structure and visual components of this book with the equally excellent but longer and broader Years of Dust: The Story of the Dust Bowl by Albert Marrin.


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21 Charts To Teach Close-Reading Skills

21 Charts To Teach Close-Reading Skills | SAU #48 Common Core Collaboration | Scoop.it
Close reading is a hot topic that's just getting hotter! Here are 21 anchor charts, bulletin board ideas and other resources that you can bring into your classroom to turn your readers into eve...

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Few Field-Testing Snags: Exams aligned with the #commoncore are seen as harder than state assessments

Few Field-Testing Snags: Exams aligned with the #commoncore are seen as harder than state assessments | SAU #48 Common Core Collaboration | Scoop.it
Districts in the trial run for common-core exams told Education Week they experienced only minor technological problems, but students found the tests harder than their state assessments.

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The Common Core State Standards | Center for Parent Information and Resources

The Common Core State Standards | Center for Parent Information and Resources | SAU #48 Common Core Collaboration | Scoop.it

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Education Nation Lists Common Core Resources

Education Nation Lists Common Core Resources | SAU #48 Common Core Collaboration | Scoop.it
Education Nation is a nationally broadcast, in-depth conversation about improving education in America.

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One of the most important reading and writing skills: Showing Evidence

One of the most important reading and writing skills: Showing Evidence | SAU #48 Common Core Collaboration | Scoop.it
Common Core skill: Showing evidence from the text to support your answer

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Jessica Zepeda's curator insight, October 15, 2013 8:05 PM

A lot of time when i'm writing I find myself trying to make a point but not giving evidence to support my theory. 

Katie Halberg's curator insight, October 15, 2013 11:14 PM

I really enjoyed reading this, It states how with a little hard work and using are minds we can answer easy questions like "how did reading that book make you feel" the answer to that questions is not inside that book, you have to read the book to use your own feelings and thoughts to answer the question. it always shows how times have changed and auto books help the few people who wont really open a book to read it or may not know how to read very well but still want to know more about whats inside the book.

Lynnette Van Dyke's curator insight, October 17, 2013 12:33 PM

One of the most important reading and writing skills students should practice is showing evidence from the text to support their answers. However, many of my students struggle with this. In the past, our students have been programmed to fill in a bubble answer on a standardized test that shows the evidence rather than try to find it themselves.

Show your students how to give evidence by demonstrating it (see visual aid, above).
My example question is from Divergent by Veronica Roth. It asks: “How does Beatrice’s mother feel about her? Give evidence from chapter one to support your answer.”

In the past, students may have just given me short answers like, "She cares about her daughter." By asking for evidence, students can't just give their opinion. We know their opinion is based on something, so they have to be further prompted to tell us what they based it on. Therefore, the student's answer should include not only their opinion, but one or two examples from the text that show this. Their answers should be paraphrased, but they still need to include the page number. 
This question-strategy helps those struggling readers find the right answers, as well. If a student wrote, "She's mean," he/she would have to back it up with an example from the chapter that shows Beatrice's mother is mean. When he/she can't find an example, he/she will have to re-think his/her original opinion. 
For students who are really struggling, I may prompt them orally with questions like, "Look at the non-verbal clues: what is Beatrice's mom doing to Beatrice in the first scene of the book? What does her mood seem to be? How do you know she feels this way? When a mother acts this way toward a child, what does it indicate about how she feels toward the child?" 


There are always a handful of students who complain that they can't find the answers in the book. If you have these same complainers, these are your students who are not reading the book. Because even students who have severe learning disabilities can answer the questions when they read it (or listen to the text).

So here's what I say to the complainers: "You aren't going to find a single sentence that gives you the answer to the question. And the answer isn't merely your opinion, either. The answer comes from that feeling you get about the character, or the theme, or whatever it is you're looking for. It's based on what you've inferred and gathered from descriptions and dialogue that can only come from reading it. Simply put, there is no short cut. The text must be read to answer the questions."

[Insert student groans.] After they channel their inner first-grader and throw another "I don't want to read" fit, they usually buck up and start reading.

Note: I do not mind allowing students to listen to audio of the text, especially if they follow along with their books. If this is the only way to get those reluctant readers to read, I say go for it. Today's teens are not like us. They learn much differently; we need to access and use every resource, device, and strategy to help them read on their own.

If you need handouts for instituting the Common Core standards into your curriculum, I have you covered! Check out all these great resources, ready to use with ANY text (fiction or non-fiction):
CCSS Reading Graphic Organizers, Grades 6,7,8
CCSS Reading Graphic Organizers, Grades 9-10 (Also covers grades 6-8)
CCSS Reading Graphic Organizers, Grades 11-12 (Also covers grades 6-10)

For non-fiction text and historical documents:
CCSS History & Social Studies Reading Graphic Organizers, Grades 6-12

For non-fiction and scientific texts:
CCSS Science & Technical Subjects Reading Graphic Organizers, Grades 6-12
FREE: CCSS Science & Technical Subjects Reading Graphic Organizers for RST.1, Grades 6-12

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Literacy: Every Student, Every Class, Every Day

Literacy: Every Student, Every Class, Every Day | SAU #48 Common Core Collaboration | Scoop.it

By Dr. Teresa Littrell McDaniel, Assistant Principal, Jackson (TN) Central-Merry Academy

 

The onset of the implementation of the Common Core State Standards has raised the awareness of educators regarding the rigor of instruction in many classrooms and the depth at which teachers engage students in rigorous curriculum.


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Video for Parents and Families about the Common Core Assessments

Video for Parents and Families about the Common Core Assessments | SAU #48 Common Core Collaboration | Scoop.it

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Common Core Assessments: Will they meet our expectations?

How much better will the next generation of standardized tests, aligned to the Common Core standards, really be?

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Tips for Teaching Visual Literacy for the Common Core > Eye On Education

Tips for Teaching Visual Literacy for the Common Core > Eye On Education | SAU #48 Common Core Collaboration | Scoop.it
The following blog post is part of a blog series called "Comments on the Common Core," written by Eye On Education's Senior Editor, Lauren Davis...

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Close reading is and outcome, not a technique

Close reading is and outcome, not a technique | SAU #48 Common Core Collaboration | Scoop.it

By Tim Shanahan

 

"The trick is to scaffold the readings and re-readings sufficiently to allow these students to participate successfully—they have to do the reading and thinking, you can’t do it for them."


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Les Howard's curator insight, March 19, 2013 7:33 AM

Shanahan makes point that Close Reading is not a technique, rather it is an outcome. I believe that the Four Resources Model (Luke & Freebody) http://www.learningplace.com.au/deliver/content.asp?pid=17768 is a useful lens to develop Close Reading of texts.

Amy Stoeckly's curator insight, March 19, 2013 2:10 PM

More on close reading and how it works for all readers, and what you can do for struggling readers.

Brook Grove Meiller's curator insight, March 21, 2013 8:18 AM

Dr. Shanahan will be in OK on Tuesday.

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What Are The Habits Of Mind?

What Are The Habits Of Mind? | SAU #48 Common Core Collaboration | Scoop.it
What Are The Habits Of Mind?

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Kasia Hein-Peters's curator insight, March 18, 2013 4:58 AM

We all are permanent students, so this article is not only relevant for a classroom.

Jay Roth's curator insight, May 24, 2013 11:03 AM

Connect this to Standards for Mathematical Practice

Jay Roth's curator insight, May 24, 2013 11:03 AM

Connect this to Standards for Mathematical Practice

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A Truly Foundational Change: Testing and Common Core

A Truly Foundational Change: Testing and Common Core | SAU #48 Common Core Collaboration | Scoop.it
The goal of the Common Core assessments, as with the curricula itself, is to devise a richer, more thoughtful approach to K-12 learning, one that is – in the words of the Common Core developers – “fewer, clearer, higher.”...

 

CCSS “will have a huge impact on how teachers are expected to teach, students are taught to think, and how both students and teachers are evaluated.”a truly foundational change.“With the new standards, teachers will have to have increased content knowledge -- knowledge that looks different than it did in the past,”We are going to make sure that we are teaching differently.”“But it’s been a really short timeline,”The goal of the tests, as with the curricula itself, is to devise a richer, more thoughtful approach to K-12 learning, one that is -- in the words of Common Core developers -- “fewer, clearer, higher.” But while the aim is simplicity, the tasks involved in meeting that goal are exceedingly complex.
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Countdown to Next Generation Assessments


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Lisa Sayles Kraiza's curator insight, March 2, 2013 11:55 AM

Next week my school will be piloting the Smarter Balanced ELA Assessment.  It looks wild....

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Writing: Scaffolding and Gathering Evidence

Writing: Scaffolding and Gathering Evidence | SAU #48 Common Core Collaboration | Scoop.it

As an English teacher I have said, "Include evidence in your essay." more often than the Math teacher down the hall has said, "Show your work."


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Common Core Resources and Info For Parents

Common Core Resources and Info For Parents | SAU #48 Common Core Collaboration | Scoop.it
Find, steal, and share free Common Core tools. For teachers, coaches, school and district leaders. Assembled by Student Achievement Partners.

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UDL & the Common Core State Standards

UDL & the Common Core State Standards | SAU #48 Common Core Collaboration | Scoop.it

National Center On Universal Design for Learning

 

"Universal Design for Learning (UDL) is included in the application to students with disabilities section of the CCSS. Although this reference to UDL may give the impression that UDL is just for students with disabilities, all students can benefit from applying UDL to curriculum design and instructional practice.

 

The CCSS can be considered the "What" in education, i.e., the goals and expectations. It is the destination we wish our students to reach. In light of that, UDL can be considered the "How" in education, i.e., the curriculum and instructional framework teachers use to plan their lessons. In other words, UDL and the CCSS are complementary: the UDL framework provides educators with the means to maximize student attainment of the CCSS."


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How Two Science Teachers are Implementing Common Core

How Two Science Teachers are Implementing Common Core | SAU #48 Common Core Collaboration | Scoop.it
While math and English language arts teachers have a much more direct call for Common Core implementation, teachers in other content areas are also being called to implement the Common Core State Sta

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How Educators Can Address Parents’ Confusion About Common Core

How Educators Can Address Parents’ Confusion About Common Core | SAU #48 Common Core Collaboration | Scoop.it
As more schools start implementing Common Core this year, the majority of public school parents said they didn't know about it, or if it was happening in their schools.

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5 Things People Must Change About The Way They Lead

5 Things People Must Change About The Way They Lead | SAU #48 Common Core Collaboration | Scoop.it

Leadership is about sharing, giving – making those around you better.   Leadership is about uniting and inspiring teams to optimally perform.   Leadership is caring about a societal cause that the business can influence.  This is what most businesses refer to as corporate social responsibility.   

 

Leadership is indeed a social responsibility, yet many people are out of touch with how to be an effective leader.   Many people believe that because they carry an important title or have tenure within the organization, others will automatically follow them.  

 

Today, leadership is much more than just authority – it’s about being ethical and staying true to your beliefs and values.

 


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Gust MEES's curator insight, April 29, 2013 11:41 AM

 

Learn more:

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=LeaderShip

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?q=Ethics

 

http://www.scoop.it/t/21st-century-learning-and-teaching/?tag=Social-Learning

 

Steve Urquhart's curator insight, May 1, 2013 8:19 AM

If you can’t be clear about what you stand for, it will be impossible for you to lead with clarity.

Rik Stegehuis's curator insight, May 8, 2013 12:05 AM

My interpretation of Leadership that I like to share with you today is that Leadership begins within ourselves first, before anything else.

 

How can we be a true, authentic and integrated leader if we do not really know who we are? Ask yourself right now: WHO am I ? It's not as easy as you think, because I am sure you end up giving answers to WHAT am I or WHAT do I do? That's the way we were programmed to answer: it reflects WHAT we are on the outside, not WHO we are on the inside. Get the point?

 

Bring this into your personal life, become a leader of yourself first. Then become the leader of your own life. Live your live on your terms, not on someone else's...

 

To get started on this, take some time for yourself without any distractions, in a different place than your usually are and reflect. Write down (with a pen and paper) what your Personal Vision is (your WHY), your Personal Mission (your WHAT) and your Personal Values and Principles (HOW) and be surprised about yourself what's coming up to the surface...DO IT and HAVE FUN!

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The Role of Questioning in a World of Common Core

The Role of Questioning in a World of Common Core | SAU #48 Common Core Collaboration | Scoop.it
Question-Asking: Intentional and Powerful When teachers carefully select and craft their questions, students respond with thinking, wondering, reflection and overall cognition – in other words, the...

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Sue Thuma's curator insight, April 4, 2013 3:06 PM

The right questions contribute to learning.

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Which Path for the Common Core?

Which Path for the Common Core? | SAU #48 Common Core Collaboration | Scoop.it
Educators should use the common-core standards as a springboard to deeper learning in schools, Ken Kay and Bob Lenz write.

 

The first path treats the common core as just another set of standards to implement and assess. The second path leverages the strengths of the common core to transform teaching and learning. It entails educators’ taking the time to understand what is visionary about these new standards and how they can help drive college and career success for students.
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River Hill High School's comment, March 24, 2013 2:57 PM
You need to register for Ed Week to view the whole article, but it's worth it.
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The Keyword Blog: Citations are Anchovies

The Keyword Blog: Citations are Anchovies | SAU #48 Common Core Collaboration | Scoop.it

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Dennis T OConnor's curator insight, March 19, 2013 2:30 PM

Oh, that our students could deal with quotations and citations with this kind of insight. 

Elizabeth Hutchinson's comment, March 19, 2013 2:40 PM
Very funny!
Ann Kenady's curator insight, March 20, 2013 4:21 PM

Jef Mallett is constantly brightening my mornings with his comicstrip "Frazz."

As far as I'm concerned, there's nothing more that needs to be said about citations!

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Text Complexity: Balancing Readability and Reading Fluency

Text Complexity: Balancing Readability and Reading Fluency | SAU #48 Common Core Collaboration | Scoop.it

On Common Core | School Library Journal

 

Knowing the research behind text complexity is critical to understanding the call for more complexity.

The CCSS crafters examined college freshman textbooks and career manuals.These texts typically measure at a Lexile score of 1450.This Lexile measure was used as a benchmark for college and career readiness (CCR).Grade level Lexiles were then scaffolded in reverse, defining grade level Lexile expectations as stated in the Common Core Appendix A.


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Linda Dougherty's curator insight, March 23, 2013 12:46 AM

Important reading for school librarians working to assist teachers in finding informational text that is differentiated in reading levels.

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What's Hot, What's Not Classroom Activity for any Content Area

What's Hot, What's Not Classroom Activity for any Content Area | SAU #48 Common Core Collaboration | Scoop.it

by Tracee Orman

 

Common Core Aligned "What's Hot?" and "What's Not?" Alternative Reading Assessment

Use this "What's Hot? What's Not?" activity after reading a chapter, studying a unit, learning a concept, reading a short story, watching a video, etc.


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Googleable vs Non-Googleable Questions \ The Lab

Googleable vs Non-Googleable Questions \ The Lab | SAU #48 Common Core Collaboration | Scoop.it
'Essential questions' are all too often lower order. And not that essential.

 

When we're working with schools on our Design Thinking School programme, one of the easiest ways to explain what we're looking for in the way a project is set, is whether the statement or questions being asked can be Googled easily: is this a Googleable or Not Googleable topic?


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Bonnie Bracey Sutton's comment, March 15, 2013 3:15 AM
I agree.. his work and videos are at www.shodor.org
Bonnie Bracey Sutton's comment, March 15, 2013 3:15 AM
I agree.. his work and videos are at www.shodor.org
Elizabeth Hutchinson's comment, March 15, 2013 3:19 AM
Thanks, will take a look.