Common Core State Standards for English Language Arts and Content Literacy: The Key Shifts and Classroom Instruction

1
Common Core State Standards for English Language
Arts and Content Literacy The Key Shifts and
Classroom Instruction

• Cathy Shide
• Cathy.integrated_at_bluetie.com

2
Goals

• Review of Standards and Organization
• Key Shifts
• Close Reading and Text Dependent Questions
• Text Complexity How to choose books?
• Throughout the day we will be
• Exploring implementation ideas and making plans
• Resources Close reading lessons Reading
  Streets Text Dependent Questions Grades 3-5
  Anthology Unit Text Dependent Guides 6-8
  Informational Text Strategies and Formative
  Assessment Suggestions

Developed by Cathy (Carter) Shide,
cathy.integrated_at_bluetie.com
3
Something to think about!

• http//www.youtube.com/watch_popup?v6Cf7IL_eZ38v
  qmedium A Day Made of Glass
• Did You Know?
• What will students need to be successful?

4
What do you know about Common Core ELA?What have
you done?

• Do more thinking
• Defend their answers all subject
• Not teaching the same objectives
• Worded differently
• Reading and writing standards

• Not much
• Research and evidence!!

5

• Three appendices
• A Research and evidence glossary of key terms
• B Reading text exemplars sample performance
  tasks
• C Annotated student writing samples

6

• Three appendices
• A Research and evidence glossary of key terms
• B Reading text exemplars sample performance
  tasks
• C Annotated student writing samples

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Appendix A

• Reading
• Why Text Complexity Matters
• The Standards Approach to Text Complexity
• Key Considerations in Implementing Text
  Complexity
• Standards Grade Specific Text Complexity Demands
• Sample Annotated Reading Texts
• Reading Foundational Skills
• Phoneme-Grapheme Correspondences
• Phonological Awareness
• Orthography

• Writing
• Definitions of Three Text Types
• The Special Place of Argument
• Speaking Listening
• Special Role in Literacy
• Read Alouds and Reading-Speaking-Listening Link
• Language
• Overview
• Conventions and Knowledge of Language
• Vocabulary

Developed by Cathy (Carter) Shide,
cathy.integrated_at_bluetie.com
9
Karen Wixson, PhD, University of Michigan
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The Background of the Common Core

• Initiated by the National Governors Association
  (NGA) and Council of Chief State School Officers
  (CCSSO) with the following design principles
• Result in College and Career Readiness
• Based on solid research and practice evidence
• Fewer, higher and clearer

12
Create a graphic organizer

• Turn your paper horizontally (landscape) .Fold
  your paper into fourths.

Shifts What and Why Opportunities Challenges
1. Building knowledge through content-rich nonfiction
2. Reading, writing, speaking grounded in evidence from text both literary and nonfiction
3. Regular practice with complex text and its academic language.
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The CCSS Requires Three Shifts in ELA/Literacy

1. Building knowledge through content-rich
   nonfiction
2. Reading, writing and speaking grounded in
   evidence from text, both literary and
   informational
3. Regular practice with complex text and its
   academic language

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Shift 1 Building Knowledge Through Content-Rich
Nonfiction88Frizzbee3519
14
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Content Shift 1

• Content-Rich Nonfiction
• 50/50 balance K-5
• 70/30 in grades 9-12
• Students learning to read should exercise their
  ability to comprehend complex text through
  read-aloud texts.
• In grades 2, students begin reading more complex
  texts, consolidating the foundational skills with
  reading comprehension.
• Reading aloud texts that are well-above grade
  level should be done throughout K-5 and beyond.

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Building Knowledge Through Content-Rich
Nonfiction Why?

• Students are required to read very little
  informational text in elementary and middle
  school.
• Non-fiction makes up the vast majority of
  required reading in college/workplace.
• Informational text is harder for students to
  comprehend than narrative text.
• Supports students learning how to read different
  types of informational text.

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Content Shift 1

• Sequencing Texts to Build Knowledge
• Not random reading
• Literacy in social studies/history, science,
  technical subjects, and the arts is embedded
• Resources
• Page 33 in the CCSS for ELA/Literacy The Human
  Body

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Shift 2 Reading, Writing and Speaking Grounded
in Evidence From Text, Both Literary and
Informational
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Reading, Writing and Speaking Grounded in
Evidence from Text Why?

• Most college and workplace writing requires
  evidence.
• Ability to cite evidence differentiates strong
  from weak student performance on NAEP
• Evidence is a major emphasis of the ELA
  Standards Reading Standard 1, Writing Standard
  9, Speaking and Listening standards 2, 3 and 4,
  all focus on the gathering, evaluating and
  presenting of evidence from text.
• Being able to locate and deploy evidence are
  hallmarks of strong readers and writers

20
Content Shift 2
Text-Dependent Questions
Not Text-Dependent
Text-Dependent

• In Casey at the Bat, Casey strikes out.
  Describe a time when you failed at something.
• In Letter from a Birmingham Jail, Dr. King
  discusses nonviolent protest. Discuss, in
  writing, a time when you wanted to fight against
  something that you felt was unfair.
• In The Gettysburg Address Lincoln says the
  nation is dedicated to the proposition that all
  men are created equal. Why is equality an
  important value to promote?

• What makes Caseys experiences at bat humorous?
• What can you infer from Kings letter about the
  letter that he received?
• The Gettysburg Address mentions the year 1776.
  According to Lincolns speech, why is this year
  significant to the events described in the speech?

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Sample Informational Text Assessment Question
Pre-Common Core Standards

• High school students read an excerpt of James D.
  Watsons The Double Helix and respond to the
  following
• James Watson used time away from his laboratory
  and a set of models similar to preschool toys to
  help him solve the puzzle of DNA. In an essay
  discuss how play and relaxation help promote
  clear thinking and problem solving.

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Sample Literary Question Pre-Common Core
Standards

• From The Adventures of Tom Sawyer
• Have the students identify the different methods
  of removing warts that Tom and Huckleberry talk
  about. Discuss the charms that they say and the
  items (i.e. dead cats) they use. Ask students to
  devise their own charm to remove warts. Students
  could develop a method that would fit in the time
  of Tom Sawyer and a method that would incorporate
  items and words from current time. Boys played
  with dead cats and frogs, during Toms time. Are
  there cultural ideas or artifacts from the
  current time that could be used in the charm?

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Sample Text Dependent Question Common Core
Standards

• From The Adventures of Tom Sawyer
  Why does Tom hesitate to allow Ben to paint the
  fence? How does Twain construct his sentences to
  reflect that hesitation? What effect do Toms
  hesitations have on Ben?

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Shift 3Regular Practice with Complex Text and
Its Academic Language
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Regular Practice With Complex text and Its
Academic Language Why?

• Gap between complexity of college and high school
  texts is huge.
• What students can read, in terms of complexity is
  greatest predictor of success in college (ACT
  study).
• Too many students are reading at too low a
  level.(lt50 of graduates can read sufficiently
  complex texts).
• Standards include a staircase of increasing text
  complexity from elementary through high school.
• Standards also focus on building general academic
  vocabulary so critical to comprehension.

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What are the Features of Complex Text?

• Subtle and/or frequent transitions
• Multiple and/or subtle themes and purposes
• Density of information
• Unfamiliar settings, topics or events
• Lack of repetition, overlap or similarity in
  words and sentences
• Complex sentences
• Uncommon vocabulary
• Lack of words, sentences or paragraphs that
  review or pull things together for the student
• Longer paragraphs
• Any text structure which is less narrative and/or
  mixes structures

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Scaffolding Complex Text

• The standards require that students read
  appropriately complex text at each grade level
  independently (Standard 10).
• However there are many ways to scaffold student
  learning as they meet the standard
• Multiple readings
• Read Aloud
• Chunking text (a little at a time)
• Provide support while reading, rather than before.

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Close Analytic Reading

• Requires prompting students with questions to
  unpack unique complexity of any text so students
  learn to read complex text independently and
  proficiently.
• Not teacher "think aloud.
• Virtually every standard is activated during the
  course of every close analytic reading exemplar
  through the use of text dependent questions.
• Text dependent questions require text-based
  answers evidence.

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Name the Standard

1. Read each of the standards for each strand,
   Reading for Literature or Informational Text
   Writing Speaking and Listening Language
2. Create a name for each standard with 1-5 word
   phrases

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  Reading Anchor Standards
1. Evidence
2. Central ideas
3. Interaction
4. Vocabulary
5. Text structure
6. Point of view/purpose
7. Multimedia
8. Argument (evaluating argument)
9. Multiple texts
10. Range and Complexity
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  Writing Anchor Standards
1. Write arguments
2. Write to explain/inform
3. Write narratives
4. Write with coherence
5. Plan, revise, rewrite
6. Use technology
7. Write short research
8. Use multiple sources
9. Use text evidence
10. Range of tasks and purposes
33
  Speaking and Listening Standards
1. Range of conversations
2. Integrate and evaluate
3. Evaluate speakers point of view
4. Present information clearly, know your audience
5. Use digital media
6. Adapt speech to context
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  Language Anchor Standards
1. Command of grammar and usage
2. Command of punctuation and spelling
3. Use knowledge of language
4. Vocabularyuse context clues
5. Vocabularyuse figurative language
6. Vocabularyuse academic language
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www.achievethecore.org
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Structure of the Standards

• Four Strands Reading, Writing, Speaking and
  Listening, Language
• K-5 Foundational strand
• Each strand has Science/technology and social
  studies standards for literacy
• Text complexity standards are listed by grade
  bands K-1, 2-3, 4-5, 6-8, 9-10, 11-12, CCR
  College and Career Ready)

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Identify the Standard
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Identify the Standard
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Performance tasks

1. Match the task to a standard
2. Brainstorm other standards this task could also
   assess
3. Where are these tasks?

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Fill in top line with words that begin with
FAntonyms are listed
F.. F.. F.. F.. F..
Essay, non-fiction Allow Local, National Whole Plains, Desert


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Fill in top line with words that begin with
FAntonyms are listed
F.. F.. F.. F.. F..
Essay, non-fiction Allow Local, National Whole Plains, Desert
Language Arts Verb Social Studies Math Science

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Fill in top line with words that begin with
FAntonyms are listed
F.. F.. F.. F.. F..
Essay, non-fiction Allow Local, National Whole Plains, desert
Language Arts Verb Social Studies Math Science
Literary, Genre Command Other Countries Type of Number Biome
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Contradictory/Reciprocal Examples -
Folktale Forbid Foreign Fraction Forest
Essay, non-fiction Allow Local, National Whole Plains, Desert
Language Arts Verb Social Studies Math Science
Literary, Genre Command Other Countries Type of Number Biome
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Research statements

• Kindergarten students vocabulary size is a
  predictor of comprehension in middle school.
  (Scarborough, 1998)
• Students with poor vocabulary by third grade have
  declining text comprehension scores in fourth and
  fifth grade. (Chall, Jacobs and Baldwin, 1990)
• A single book reading improved significantly
  childrens expressive vocabulary. (Senechal and
  Cornell, 1993)
• Vocabulary instruction has a strong connection to
  comprehension. (McKeown, Beck, Omanson and
  Perfetti, 1983)
• Pre-instruction of words gave fourth grade
  students greater gain. (Brett, Rothlein and
  Hurley, 1996)

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Words heard in an hour

• Poverty 615 words
• Middle class 1251 words
• Professional 2,153 words
• Hart and Risley, 1995

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Three-tiered Approach

• First Tier Words
• Basic words
• run, ball, is
• Second Tier Words
• Academic words
• Found in many curriculum areas
• vocabulary, example, create, add

• Third tier words
• Content words
• Low-frequency words
• Words needed to understand the concept
• nutrient, digestive, ingesting
• Beck and McKeown, 1985

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Impact of Direct Vocabulary Instruction
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Check it out
Page 8

• Fill in the blanks with words on the paragraph to
  develop a meaning for you

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Page 8

• The questions that p_____ face as they raise
  chi____ from in ____ to adult life are not easy
  to an___. Both fa____ and m____ can become
  concerned when health problems such as co____
  arise any time after the e____ stage to later
  life. Experts recommend that young ch____ should
  have plenty of s____ and nutritious food for
  healthy growth. B____ and g____ should not share
  the same b____ or even sleep in the same r____.
  They may be afraid of the d____.

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• The questions that pourltrymen face as they raise
  chickens from incubation to adult life are not
  easy to answer. Both farmers and merchants can
  become concerned when health problems such as
  coccidiosis arise any time after the egg stage to
  later life. Experts recommend that young chicks
  should have plenty of sunshine and nutritious
  food for healthy growth. Banties and geese
  should not share the same barnyard or even sleep
  in the same roost. They may be afraid of the
  dark.

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Coccidiosis What can you figure out?

• What is coccidiosis?
• Who/What does it affect?
• At what life stage does coccidiosis occur?
• Why are merchants and poultrymen concerned with
  coccidiosis?

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Schema

• Framework, the learners general knowledge about
  a particular subject.
• Provides a structure or guide for understanding.

What do I know about . . .?
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Without the appropriate schema, trying to
understand a story, textbook, or classroom lesson
is like finding your way through a new town
without a map.
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Some 3 yr olds enter preschool knowing three
times as many words as their less advantaged
peers.
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Some 6 yr olds have heard many thousands of words
more than their peers by the time they enter 1st
grade
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The more words you know, the easier it is to
learn new words because you have more pegs to
hang the new words on
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• Better learning will not come from finding better
  ways for the teacher to instruct, but from giving
  the learner better opportunities to construct!

58
Close Reading Modeling Method Example Tasks for
K-5

• Created by Content Area Specialists for Illinois
  State Board of Education
• Hosted by Jill Brown

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ELA Content Specialists
Kathleen McNeary Area IA Erik Iwersen Area
I-BB, BC, BD Amy Robinson Area I-C Jill
Brown Area II Katy Sykes Area III and IV Kathi
Rhodus Area V and VI
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Objectives

• Discuss Text Complexity Model
• Expand knowledge of reader and task
  considerations
• Understand key classroom practices aligned to
  Common Core State Standards
• Model close reading activity
• Practice close reading activity

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Text Complexity
Text complexity is defined by
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Text Complexity

• Qualitative
• Levels of meaning or purpose
• Structure
• Language conventionality and clarity
• Knowledge demands

Developed by Cathy (Carter) Shide,
cathy.integrated_at_bluetie.com
64
Text Complexity

• Quantitative
• Word length
• Frequency
• Sentence length
• Text cohesion

Developed by Cathy (Carter) Shide,
cathy.integrated_at_bluetie.com
65
Step 3 Reader and Task

• Considerations such as
• Motivation
• Knowledge and experience
• Purpose for reading
• Complexity of task assigned regarding text
• Complexity of questions asked regarding text

66
What should continue?

• Libraries in room and visits to larger libraries
• Guided reading options
• Stations or Centers
• Variety of genres
• Media exposure
• Word study and vocabulary instruction
• Journal writing
• Strategy instruction

67
What could we do better?

• Revisit critical thinking.
• Incorporate writing with all curricular areas
  daily.
• Infuse technology and instruction daily.
• Integrate thematic instruction with cross
  curricular genre studies.
• Join cultural perspectives and relationships.
• Take charge of your own learning and professional
  development.

68
Baseball vs. Reading
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70
! I have an idea about this,
? I have a question about this
! I have an idea about this
0-0 I can visualize this
I have a connection
71
Bud, Not Buddy by Christopher Paul Curtis

• Here we go again. We were all standing in line
  waiting for breakfast when one of the caseworkers
  came in and tap-tap-tapped down the line. Uh-oh,
  this meant bad news, either theyd found a foster
  home for somebody or somebody was about to get
  paddled. All the kids watched the woman as she
  moved along the line, her high-heeled shoes
  sounding like little firecrackers going off on
  the wooden floor. 
• Shoot! She stopped at me and said, Are you
  Buddy Caldwell?
•  I said, Its Bud, not Buddy, maam.
•  She put her hand on my shoulder and took me out
  of the line. Then she pulled Jerry, one of the
  littler boys, over. Arent you Jerry Clark?
  He nodded.
•  Boys, good news! Now that the school year has
  ended, you both have been accepted in new
  temporary-care homes starting this afternoon!
•  

72
Bud, Not Buddy by Christopher Paul Curtis

• Jerry asked the same thing I was thinking,
  Together?
• She said, Why no, Jerry, youll be in a family
  with three little girls
• Jerry looked like hed just found out they were
  going to dip him in a pot of boiling milk. 
• and Bud.. She looked at some papers she was
  holding. Oh, yes, the Amoses, youll be with
  Mr. and Mrs. Amos and their son, whos twelve
  years old, that makes him just two years older
  than you, doesnt it, Bud?
• Yes, maam.
•  She said, Im sure youll both be very happy.
•  Me and Jerry looked at each other.
•  

73
Bud, Not Buddy by Christopher Paul Curtis

• The woman said, Now, now , boys, no need to look
  so glum. I know you don't understand what it
  means, but theres a depression going on all over
  this country. People cant find jobs and these
  are very, very difficult times for everybody.
  Weve been lucky enough to find two wonderful
  families whove opened their doors for you. I
  think its best that we show our new foster
  families that were very
•  She dragged out the word very, waiting for us to
  finish her sentence for her.
•  Jerry said, Cheerful, helpful and grateful. I
  moved my lips and mumbled.
•  She smiled and said, Unfortunately, you wont
  have time for breakfast. Ill have a couple of
  pieces of fruit put in a bag. In the meantime go
  to the sleep room and strip your beds and gather
  all of your things.
•  

74
Bud, Not Buddy by Christopher Paul Curtis

• Here we go again. I felt like I was walking in
  my sleep as I followed Jerry back to the room
  where all the boys beds were jim-jammed
  together. This was the third foster home I was
  going to and Im used to packing up and leaving,
  but it still surprises me that there are always a
  few seconds, right after they tell you youve got
  to go, when my nose gets all runny and my throat
  gets all choky and my eyes get all sting-y. But
  the tears coming out doesnt happen to me
  anymore, I dont know when it first happened, but
  it seems like my eyes dont cry anymore.

75
Key idea and detail questions

• Who is the person telling the story?
• Summarize the main event and details supporting
  the event. What is explicitly stated in the text
  that supports those details?
• Describe the characters in this selection with
  regards to age. What is the setting and time
  period? How do you know?
• What are the main characters true feelings about
  being placed in temporary care? What evidence
  supports that thought?

76
Bud, Not Buddy by Christopher Paul Curtis

• Here we go again. We were all standing in line
  waiting for breakfast when one of the caseworkers
  came in and tap-tap-tapped down the line. Uh-oh,
  this meant bad news, either theyd found a foster
  home for somebody or somebody was about to get
  paddled. All the kids watched the woman as she
  moved along the line, her high-heeled shoes
  sounding like little firecrackers going off on
  the wooden floor. 
• Shoot! She stopped at me and said, Are you
  Buddy Caldwell?
•  I said, Its Bud, not Buddy, maam.
•  She put her hand on my shoulder and took me out
  of the line. Then she pulled Jerry, one of the
  littler boys, over. Arent you Jerry Clark?
  He nodded.
•  Boys, good news! Now that the school year has
  ended, you both have been accepted in new
  temporary-care homes starting this afternoon!
•  

77
Bud, Not Buddy by Christopher Paul Curtis

• Jerry asked the same thing I was thinking,
  Together?
• She said, Why no, Jerry, youll be in a family
  with three little girls
• Jerry looked like hed just found out they were
  going to dip him in a pot of boiling milk. 
• and Bud.. She looked at some papers she was
  holding. Oh, yes, the Amoses, youll be with
  Mr. and Mrs. Amos and their son, whos twelve
  years old, that makes him just two years older
  than you, doesnt it, Bud?
• Yes, maam.
•  She said, Im sure youll both be very happy.
•  Me and Jerry looked at each other.
•  

78
Bud, Not Buddy by Christopher Paul Curtis

• The woman said, Now, now , boys, no need to look
  so glum. I know you don't understand what it
  means, but theres a depression going on all over
  this country. People cant find jobs and these
  are very, very difficult times for everybody.
  Weve been lucky enough to find two wonderful
  families whove opened their doors for you. I
  think its best that we show our new foster
  families that were very
•  She dragged out the word very, waiting for us to
  finish her sentence for her.
•  Jerry said, Cheerful, helpful and grateful. I
  moved my lips and mumbled.
•  She smiled and said, Unfortunately, you wont
  have time for breakfast. Ill have a couple of
  pieces of fruit put in a bag. In the meantime go
  to the sleep room and strip your beds and gather
  all of your things.

In this section there are conflicting emotions
the boys are being told to be cheerful, helpful,
and grateful but how do they really feel? What
evidence in the text supports the true feelings
of the characters? What are the
antonyms/synonyms meanings of the words? Does
the time period have something to do with the
author choosing the word sleep room?
79
Bud, Not Buddy by Christopher Paul Curtis

• Here we go again. I felt like I was walking in
  my sleep as I followed Jerry back to the room
  where all the boys beds were jim-jammed
  together. This was the third foster home I was
  going to and Im used to packing up and leaving,
  but it still surprises me that there are always a
  few seconds, right after they tell you youve got
  to go, when my nose gets all runny and my throat
  gets all choky and my eyes get all sting-y. But
  the tears coming out doesnt happen to me
  anymore, I dont know when it first happened, but
  it seems like my eyes dont cry anymore.

What visualization comes to mind when the phrase
I felt like I was walking in my sleep is heard?
What does the term jim-jammed mean? At any
point, are there terms that can have graphics
inserted from online dictionaries inserted to
better explain or give pictorial representation?
Foster home may need identification from this
time period and is a good way to incorporate
technology.
80
Craft and Structure Questions

• Some possible questions might be to acknowledge
  the perspective or point of view of the Bud,
  Jerry and the caseworker.
• How did the beginning of the selection contribute
  to the ending?
• How do the characters interact with one another?
  
• What are some of the areas of figurative language
  that are used throughout the text? (shoes
  sounding like fire crackers, looked like hes be
  
• dipped in a pot of boiling milk, how she
  dragged out her words) These are underlined in
  yellow.
• What is the authors meaning behind these words?
  
• What illustrations come to mind?
• Is first or third person narration being used?
• What could be the authors purpose for using
  first or third?

81
Third Read - Integration of ideas and knowledge
82
Third Read - Integration of ideas and knowledge

• How did the characters mood change from
  beginning of the selection to the end of the
  story? Focus on the last words, But the tears
  coming out doesnt happen to me anymore, I dont
  know when it first happened, but it seems like my
  eyes dont cry anymore.
• What if this story took place in a different time
  period, how would that change the selection?
  Especially if the time period is now...
• What race do you assume Bud and Jerry are?
• If the reader hasnt seen the cover of the book,
  how does the story change if Bud is a female?

83
Third Read - Integration of ideas and knowledge

• Discuss the representation of food in the text
  and how the author has the children leave with
  just a couple of pieces of fruit. Discuss
  poverty and what pros there might be to being in
  this setting and the cons. What other causes
  from this time period could cause children to
  live in this setting?
• If possible, find an informational text about
  foster care from a different cultural perspective
  and compare and contrast the temporary home
  setting to this text.
• Students could also create a specific visual or
  oral representation of the setting using
  descriptions and inferences from the two texts.

84
Bud, Not Buddy by Christopher Paul Curtis

• Here we go again. We were all standing in line
  waiting for breakfast when one of the caseworkers
  came in and tap-tap-tapped down the line. Uh-oh,
  this meant bad news, either theyd found a foster
  home for somebody or somebody was about to get
  paddled. All the kids watched the woman as she
  moved along the line, her high-heeled shoes
  sounding like little firecrackers going off on
  the wooden floor. 
• Shoot! She stopped at me and said, Are you
  Buddy Caldwell?
•  I said, Its Bud, not Buddy, maam.
•  She put her hand on my shoulder and took me out
  of the line. Then she pulled Jerry, one of the
  littler boys, over. Arent you Jerry Clark?
  He nodded.
•  Boys, good news! Now that the school year has
  ended, you both have been accepted in new
  temporary-care homes starting this afternoon!
•  

85
Bud, Not Buddy by Christopher Paul Curtis

• Jerry asked the same thing I was thinking,
  Together?
• She said, Why no, Jerry, youll be in a family
  with three little girls
• Jerry looked like hed just found out they were
  going to dip him in a pot of boiling milk. 
• and Bud.. She looked at some papers she was
  holding. Oh, yes, the Amoses, youll be with
  Mr. and Mrs. Amos and their son, whos twelve
  years old, that makes him just two years older
  than you, doesnt it, Bud?
• Yes, maam.
•  She said, Im sure youll both be very happy.
•  Me and Jerry looked at each other.
•  

86
Bud, Not Buddy by Christopher Paul Curtis

• The woman said, Now, now , boys, no need to look
  so glum. I know you don't understand what it
  means, but theres a depression going on all over
  this country. People cant find jobs and these
  are very, very difficult times for everybody.
  Weve been lucky enough to find two wonderful
  families whove opened their doors for you. I
  think its best that we show our new foster
  families that were very
•  She dragged out the word very, waiting for us to
  finish her sentence for her.
•  Jerry said, Cheerful, helpful and grateful. I
  moved my lips and mumbled.
•  She smiled and said, Unfortunately, you wont
  have time for breakfast. Ill have a couple of
  pieces of fruit put in a bag. In the meantime go
  to the sleep room and strip your beds and gather
  all of your things.
•  

87
Bud, Not Buddy by Christopher Paul Curtis

• Here we go again. I felt like I was walking in
  my sleep as I followed Jerry back to the room
  where all the boys beds were jim-jammed
  together. This was the third foster home I was
  going to and Im used to packing up and leaving,
  but it still surprises me that there are always a
  few seconds, right after they tell you youve got
  to go, when my nose gets all runny and my throat
  gets all choky and my eyes get all sting-y. But
  the tears coming out doesnt happen to me
  anymore, I dont know when it first happened, but
  it seems like my eyes dont cry anymore.

88
! I have an idea about this,
Symbol Stands for Means
8 Connections you have to the text. You have seen, read, or thought about that before.
? Question I dont understand. I need more information.
! Main Idea This is the important point the author is trying to get across.
(E) Agree I agree with the author on this point. (Support with (E)vidence)
- (E) Disagree I disagree with the author. I think differently. (Support with (E)vidence)
NEW New information This is brand new to my thinking.
Highlight Word analysis Structure/figurative language
89
A Poem for My Librarian, Mrs. Longby Nikki
Giovanni, Acolytes
90
A Poem for My Librarian, Mrs. Long page 88by
Nikki Giovanni, Acolytes

• A Poem for My Librarian, Mrs. Long
• (You never know what troubled little girl needs a
  book)..........
• There was a bookstore uptown on gay street
• Which I visited and inhaled that wonderful odor
• Of new books
• Even today I read hardcover as a preference
  paperback only
• As a last resort
• And up the hill on vine street
• (The main black corridor)sat our carnegie library
• Mrs. Long always glad to see you
• The stereoscope always ready to show you faraway
• Places to dream about

91
A Poem for My Librarian, Mrs. Longby Nikki
Giovanni, Acolytes

• Mrs. Long asking what are you looking for today
• When I wanted Leaves of Grass or alfred north
  whitehead
• She would go to the big library uptown and i now
  know
• Hat in hand to ask to borrow so that I might
  borrow
• Probably they said something humiliating since
  southern
• Whites like to humiliate southern blacks
• But she nonetheless brought the books
• Back and I held them to my chest
• Close to my heart
• And happily skipped back to grandmothers house
• Where I would sit on the front porch
• In a gray glider and dream of a world
• Far away

92
A Poem for My Librarian, Mrs. Longby Nikki
Giovanni, Acolytes

• I love the world where I was
• I was safe and warm and grandmother gave me neck
  kisses
• When I was on my way to bed
• But there was a world
• Somewhere
• Out there
• And Mrs. Long opened that wardrobe
• But not lions or witches scared me
• I went through
• Knowing there would be
• Spring

93
A Poem for My Librarian, Mrs. Longby Nikki
Giovanni, Acolytes
94
A Poem for My Librarian, Mrs. Longby Nikki
Giovanni, Acolytes

• A Poem for My Librarian, Mrs. Long
• (You never know what troubled little girl needs a
  book)..........
• There was a bookstore uptown on gay street
• Which I visited and inhaled that wonderful odor
• Of new books
• Even today I read hardcover as a preference
  paperback only
• As a last resort
• And up the hill on vine street
• (The main black corridor)sat our carnegie library
• Mrs. Long always glad to see you
• The stereoscope always ready to show you faraway
• Places to dream about

95
A Poem for My Librarian, Mrs. Longby Nikki
Giovanni, Acolytes

• Mrs. Long asking what are you looking for today
• When I wanted Leaves of Grass or alfred north
  whitehead
• She would go to the big library uptown and i now
  know
• Hat in hand to ask to borrow so that I might
  borrow
• Probably they said something humiliating since
  southern
• Whites like to humiliate southern blacks
• But she nonetheless brought the books
• Back and I held them to my chest
• Close to my heart
• And happily skipped back to grandmothers house
• Where I would sit on the front porch
• In a gray glider and dream of a world
• Far away

96
A Poem for My Librarian, Mrs. Longby Nikki
Giovanni, Acolytes

• I love the world where I was
• I was safe and warm and grandmother gave me neck
  kissed
• When I was on my way to bed
• But there was a world
• Somewhere
• Out there
• And Mrs. Long opened that wardrobe
• But not lions or witches scared me
• I went through
• Knowing there would be
• Spring

97
A Poem for My Librarian, Mrs. Longby Nikki
Giovanni, Acolytes
98
A Poem for My Librarian, Mrs. Longby Nikki
Giovanni, Acolytes

• A Poem for My Librarian, Mrs. Long
• (You never know what troubled little girl needs a
  book)..........
• There was a bookstore uptown on gay street
• Which I visited and inhaled that wonderful odor
• Of new books
• Even today I read hardcover as a preference
  paperback only
• As a last resort
• And up the hill on vine street
• (The main black corridor)sat our carnegie library
• Mrs. Long always glad to see you
• The stereoscope always ready to show you faraway
• Places to dream about

99
A Poem for My Librarian, Mrs. Longby Nikki
Giovanni, Acolytes

• Mrs. Long asking what are you looking for today
• When I wanted Leaves of Grass or alfred north
  whitehead
• She would go to the big library uptown and i now
  know
• Hat in hand to ask to borrow so that I might
  borrow
• Probably they said something humiliating since
  southern
• Whites like to humiliate southern blacks
• But she nonetheless brought the books
• Back and I held them to my chest
• Close to my heart
• And happily skipped back to grandmothers house
• Where I would sit on the front porch
• In a gray glider and dream of a world
• Far away

100
A Poem for My Librarian, Mrs. Longby Nikki
Giovanni, Acolytes

• I love the world where I was
• I was safe and warm and grandmother gave me neck
  kissed
• When I was on my way to bed
• But there was a world
• Somewhere
• Out there
• And Mrs. Long opened that wardrobe
• But not lions or witches scared me
• I went through
• Knowing there would be
• Spring

101
Process

• Students and teachers understand multiple reads
  will occur
• Independently
• By proficient readers including teacher
• Vocabulary instruction with a focus on Tier 2
  words (see next slide)
• Questions will follow Common Core Standards
  structure

102
Sample Process for Literature

• Key Ideas and Details
• State what the text says explicitly and support
  it with
• evidence.
• Identify the central idea and theme(s).
• Analyze characters and events.
• Craft and Structure
• Interpret words and phrases.
• Analyze structures of text and how styles relate.
• Discuss purposes and points of view.
• Integration of Knowledge and Ideas
• Evaluate the different medias.
• Compare and contrast the different cultural
  experiences and themes.

103
Other texts to compare...
104
Other texts to compare...
105
References

• http//programs.ccsso.org/projects/common20core2
  0resources/documents/Reader20and20Task20Conside
  rations.pdf
• Curtis, C. (1999). Bud, Not Buddy. New York
  Delacorte Books for Young Readers.
• Fisher, D., Frey, N., Lapp, D. (2012). Text
  Complexity Raising Rigor in Reading. New York
  International Reading Association.
• Council of Chief State School Officers. ,
  National Governors Association, (2010). Common
  core state standards initiative Appendix B. DOI
  www.corestandards.org

106
Creating Text Dependent Questions

• K-2 - http//www.isbe.net/asx/2012/com-core-pls/Cl
  ose_Read_Sample_Kind.asx
• 2-3 http//www.isbe.net/asx/2012/com-core-pls/Clos
  e_Read_Sample_2nd_3rd_Grade.asx

107
Vocabulary Shift

• https//www.teachingchannel.org/videos/improving-s
  tudent-vocabulary?fd1
• Improving Students Vocabulary Teaching Channel
• https//www.teachingchannel.org/videos/developing-
  better-questions Developing Better Questions

108
Changes in Lexile Ranges
Developed by Cathy (Carter) Shide,
cathy.integrated_at_bluetie.com